The Tribune

By Allandra Russell

AS the conversation surrounding artificial intelligence continues to gain momentum, one thing becomes increasingly clear: this is not something we can continue to ignore. The question we must now ask, particularly in education, is whether we will move with it or whether we will risk being left behind.  Artificial intelligence is no longer a matter of comfort or preference. It is no longer reserved for corporate spaces or tech industries. It is here, it is evolving rapidly, and it is already reshaping teaching and learning. The reality is that it must now be intentionally guided, because without structure and understanding, the very tool that has the power to support learning can just as easily deepen the divide.

For years, educators have voiced the same concerns: the lack of time, the need for greater support, and the challenge of meeting the needs of diverse learners within a single classroom. AI, when used correctly, has the capacity to respond to these challenges. It can support differentiation, assist with planning, and provide more immediate feedback to students. In fact, UNESCO has already emphasized the need for AI to be integrated responsibly, with clear frameworks and support systems for educators. But despite this, there remains a level of fear. We are often cautious of what we do not fully understand, and in many ways, AI has entered our classrooms faster than we have been able to catch up with it. It is almost like being handed a powerful tool without being shown how to use it. The potential is there, but without guidance, it can feel overwhelming or even out of control.

One of the most common concerns raised is whether AI has the potential to replace teachers. The answer is no. It cannot replace educators, because teaching extends far beyond the delivery of content. It is rooted in relationships, in intuition, and in understanding the needs of a child beyond what any system can detect. However, what AI can be is an assistant. It can make the work of teachers more efficient and, in many cases, more effective. The role of the teacher does not disappear, it shifts. Teachers were once regarded as the gatekeepers of information, but that is no longer the position. Information is now accessible almost anywhere. What matters now is not access, but the ability to question it, to analyse it, and to use it responsibly.

This was the heart of the conversation at the recent AI Education Summit hosted by Tom Millinchip, Digital Literacy Lead at Windsor School. The event saw over 180 registrants, bringing educators together to begin unpacking these realities. The summit provided space for both beginners and those more advanced in their understanding, recognizing that everyone is at a different point in this process. The keynote address, delivered by Bahamian aerospace engineer Aisha Bowe, was a reminder of what is possible when opportunity meets preparation. Her journey spoke to resilience, but also to the importance of positioning ourselves and our students for a future that demands innovation.

Throughout the summit, conversations moved beyond what AI can do to how it should be used. Discussions around ethics, responsibility, and classroom integration made one thing evident: AI is not optional, it is inevitable. However, without clear policies, without national guidance, and without investment in teacher training, we risk allowing AI to develop in ways that do not serve our students well.

At the same time, educators cannot afford to sit on the sidelines of this conversation. Our role has shifted, and with that shift comes responsibility. We must now teach students how to think critically, how to identify bias, how to question what they see, and how to navigate tools like AI with intention. If we do not take ownership of this space, we leave our students to figure it out on their own, and that is a risk we cannot afford to take.

What we are seeing now is urgency. AI has become too present, too influential, and too integrated into everyday life to be treated as an afterthought. The time for hesitation has passed  and what is needed now is action.  What Millinchip  has started is a clear example of what is possible when thoughtful, collaborative, and intentional action brings educators, policymakers, and stakeholders together to define how AI will exist within our education system. The question is no longer whether it has a place as it already does. The real question is whether we are prepared to lead in how it is used.