AI in – Misryoum examines why AI adoption in schools must prioritize relationships, critical thinking, and teacher-led support over speed and automation.
AI in schools is moving quickly, but Misryoum argues the most important question is not what systems can generate, it is what students still need from people.
Right now. education conversations about artificial intelligence tend to focus on performance: how fast it can produce content. how easily it can personalize practice. and how efficiently it can process data.. Misryoum believes that framing leaves a gap.. In classrooms. students develop the skills that matter most through thinking with others. being challenged in safe ways. and learning how to reflect on ideas that do not come with instant answers.. That human learning foundation should shape how technology is chosen and implemented.
For Misryoum, the issue becomes clearer when you look at real student needs.. One parent perspective in the debate centers on a child with selective mutism. illustrating how educators often rely on patience. consistency. and care to help students feel safe enough to participate.. Misryoum takes the message from that example: learning is built through trust. responsiveness. and the steady presence of adults who can meet learners where they are.
Insight: As AI grows in classrooms, the risk is treating education as a pipeline that delivers content and practice, rather than a relationship-driven experience that supports risk-taking and growth.
Meanwhile, the promise of education technology is difficult to ignore.. Misryoum notes potential benefits such as tools that can support teachers by analyzing student work. provide multilingual assistance. and offer targeted practice that reduces some routine workload.. Systems that make data easier to interpret and streamline administrative tasks could also free time for instruction.
But Misryoum warns that “automation-first” adoption can unintentionally shrink opportunities that build core academic competencies.. A classroom where students spend substantial time working independently with AI chatbots may miss chances for collaboration, debate, and communication.. Conceptual understanding also demands more than finding the right answer; it requires engaging with differing viewpoints. confronting wrong turns. and learning how to persist through productive struggle.. If AI tools are introduced without guardrails, they may solve the wrong problem.
A Misryoum perspective on implementation emphasizes alignment with educational goals rather than novelty or convenience.. It also highlights the need for voices in decision-making. including teachers. students. and families. because those closest to daily instruction feel the impact first.. In systems with growing numbers of English language learners. for example. digital supports that aid translation and provide real-time feedback may help learning. but Misryoum stresses that guidance from skilled educators remains essential.
Insight: When AI is positioned as an enhancement instead of a replacement, schools can protect what technology cannot replicate as effectively: the human judgment that supports diverse learners and reduces harmful errors.
As Misryoum sees it. the path forward is not about slowing progress. but about choosing tools carefully and measuring whether they truly support human thriving.. Done well, AI and related technologies can contribute to collaboration, problem-solving, and critical thinking.. Yet the central argument remains: education ultimately happens through shared human experiences. and that should remain the anchor for how schools integrate new technology.