Page 56 - EW-June-2025

Teacher-2-Teacher

Enduring centrality of

teachers in new AI age

SNORRE WESTGAARD

HIS YEAR ON INTERNATIONAL EDUCATION Although tech advancement facilitates
Day (January 24), global focus was on the role of
technology and artificial intelligence in education. innovative teaching-learning, it's criti-
TAlthough tech advancement facilitates innovative cally important to remember that teach-
teaching-learning, it’s important to remember that teachers
remain central to children’s lives within school and in the ers remain central to children's lives and
overall educational experience. Their role extends beyond in the overall education experience
mere dissemination of information; they are facilitators of
critical thinking, social interaction, and academic develop-
ment. phasising not only cognitive development but also character
Teachers are more than conveyors of knowledge; they and skills development. These programmes are designed to
are mentors who guide students through the complexities bring out-of-school children (age 7-14) back to school, as
of learning. Their presence in the classroom ensures an en- also to close learning gaps for in-school children through
vironment where students can safely engage in discussion, personalised and self-driven education.
develop social skills, and receive personalised feedback. Central to HPP’s approach is the belief that education
Teacher-pupil interaction is critical for generating empa- should be rooted in the community and facilitated by
thy, cultural awareness, and reasoning, qualities that AI trained educators familiar with local context. This ensures
cannot nurture. that learning is relevant, culturally sensitive, and capable of
Moreover, teachers are adept at recognising the diverse addressing specific challenges confronting the community.
needs of students, adapting pedagogy to suit disparate herefore we believe that while technology and AI can
learning styles, personalities and abilities. This ensures that Tenhance educational resources, they should comple-
education is inclusive and equitable, providing all students ment, not replace, the human element of teaching. Teachers
with opportunity to succeed. provide the emotional intelligence, ethical guidance, and
Education thrives in collective settings where students social context that machines cannot. They are irreplace-
collaborate, share ideas, and learn from each other. Bricks- able in helping students navigate vast information and data
and-mortar classrooms serve as microcosms of society, guiding them to think critically about data sources, context,
teaching students how to communicate effectively, resolve and their implications.
conflict, and work in teams. These social skills are essential For us, addressing global challenges such as climate
for personal and professional success in adult life. change and social equity within the educational framework
The community character of teaching-learning also en- is also essential. Unesco’s report, ‘Transforming Educa-
hances cognitive development. Discussions and group activ- tion for Climate Action’, provides a roadmap for integrat-
ities encourage students to think critically, develop broader ing climate education into curricula. It endorses the role
perspectives, and in-depth understanding of subjects. Such of teachers in generating awareness about environmental
interactive learning experiences are difficult to replicate in stewardship.
solitary, computer or device-based environments. Teachers are pivotal in contextualising these global is-
Humana People to People (HPP), of which I am Chair- sues, highlighting their relevance to students’ lives, and in-
man, exemplifies the importance of teacher-led, communi- spiring them to take action. Through project-based learning
ty-centric education. Operating in 46 countries across five and community involvement, teachers can empower stu-
continents, last year HPP implemented over 1,584 devel- dents to contribute to sustainable development and social
opment projects, reaching more than 17.9 million people. justice.
Moreover, HPP has trained over 65,000 teachers to work As we navigate the integration of technology and AI in
in government primary schools in several countries includ- education, it is vital to reaffirm the central role of teachers.
ing India, Mozambique, Angola, Malawi, Zambia, DRC and They are the cornerstone of effective education systems,
Guinea Bissau. Our teacher training courses typically span providing the human connection, adaptability, and contex-
one to three years, and our pedagogy emphasises that teach- tual comprehension that technology cannot replicate. Even
ers must create spaces where students actively drive and as education becomes increasingly infused with technol-
navigate their own learning within collective settings. ogy, it’s important to bear in mind the profound impact of
In India, apart from teacher education, HPP’s initia- teacher-led, community-focused education. To ensure that
tives focus on closing students’ learning gaps through education remains a transformative force for individuals
bridge education and accelerated learning programmes and societies alike, it is critically important to acknowledge
combined with holistic development. The pedagogy of our and preserve human agency.
programmes such as Kadam and Balvatika 3 are aligned (Snorre Westgaard is the Delhi-based Chairman of Humana People To
with India’s National Education Policy (NEP) 2020, em- People)

56 EDUCATIONWORLD JUNE 2025