During a technology-focused module I taught recently, a student asked a question that stayed with me long after the session ended: “If AI can teach, what is the point of having teachers?” The question was not confrontational but curious and sincere. Many students were already experimenting with generative AI tools to summarize readings, explain concepts, and even draft assignments. From their perspective, wondering whether the traditional role of the teacher might eventually disappear seemed reasonable.At first, I responded in the practical ways educators often do. I explained that AI tools can support learning but still require human guidance, critical thinking, and ethical use. Yet the question continued to linger in my mind, seeming to point to something deeper than a debate about technological capability. Their question raised a more fundamental one: What exactly makes teaching a human practice? As AI systems increasingly assist with lesson planning, feedback, and personalized learning pathways, people are tempted to see education as an information system optimized through algorithms. However, my experiences teaching adults suggest that meaningful learning rarely unfolds as neatly as these algorithmic models assume.
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