By Dr. Susan Neimand and Erika Twani

Albert Einstein developed a remarkable ability to translate complex science into simple examples ordinary people could understand. But there was a moment when he got stuck. Einstein’s friend and former classmate, Marcel Grossmann, a mathematician, introduced Einstein to differential geometry and helped him with the mathematical aspects of the theory.

Do you think Einstein would work with his friend if he lived in today’s world or use AI to assist him with math?

What AI Can Do?

The human brain excels at comprehending and analyzing abstract concepts, performing
analytical reasoning and inferring outcomes. Only the human brain can utilize common sense, be creative, and master emotional intelligence. While AI needs to be adaptable to various and expanding possibilities, educators will direct and program AI to meet students’ needs based on experience, wisdom, and an in-depth understanding of students. Abrams (2025) states that the educational community, including organizations like the U.S. Department of Education, has been exploring the potential of AI to transform teaching and learning. AI is seen as a tool to
personalize education, support teachers with administrative tasks, and enhance student engagement through adaptive learning technologies.
 
AI is a valuable tool that offers foundational, essential, and rudimentary knowledge rather than advanced, creative thinking. While AI cannot independently discover a cure for cancer, it can provide detailed information on recent breakthroughs. AI functions as an answer finder and acts as an extension and augmentation of human cognitive abilities. AI performs optimally when given highly specific prompts. The more detailed the prompt, the more accurately the information aligns with the request.​ AI has the potential to enhance significantly critical aspects of education by integrating best practices from the National Council on Teacher Quality.

These practices include differentiated lesson planning, effective classroom management, and a demonstrable positive impact on student achievement. AI tools such as ChatGPT, CoPilot, and Dell AI can support educators by automating various time-intensive tasks, enabling them to dedicate more time to student engagement.

AI will alleviate teachers’ workloads and enhance lesson planning and preparation proficiency by aligning instruction with established learning theories and standards. It will enable the logical sequencing of lessons, selecting appropriate diagnostics, and developing engaging, active, and creative learning experiences and activities.​ Additionally, AI can assist with engaging project design and presentations.

AI has the potential to enhance classroom instruction​ by identifying and addressing students’ learning gaps and interests through differentiated and customized learning. AI can recommend various learning strategies, refine questioning techniques, and provide support, encouragement, and genuine and sincere student praise. AI will aid in differentiating instruction, matching and developing assessment frameworks, suggesting classroom management strategies, and providing engaging activities.

AI can assist in effectively and compassionately managing the classroom environment​ by selecting culturally competent and respectful materials, employing effective communication skills, integrating technology, maintaining a positive learning environment​, and utilizing diverse and varied classroom management techniques.
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Assessment​ is another area where AI can make significant contributions. It can assist in designing and aligning both formative and summative assessments​, aid teachers in using various assessment techniques and tools​, cater to learners’ needs by modifying instruction, and differentiate rubrics. It can also correct students’ errors, answer common questions, and assign and grade homework.

AI can significantly enhance executive functions. AI assists in defining the learning purpose and resolving issues while prioritizing tasks, fostering cognitive flexibility, and promoting self-directed learning. AI aids in self-monitoring and ensures timely task initiation and completion. AI causes a surge in commitment, perseverance, and persistence, thereby maintaining on-task behaviors and embracing challenges. This positively impacts self-respect, self-esteem, and the ability to
regulate emotions and perspective-taking. AI strengthens effective and efficient communication skills, both verbally and in writing.
 
AI can serve as an on-demand assistant. It can clarify questions, offer various answers, and provide samples and examples of completed work products.  When asked the same question repeatedly, AI can remain patient and not exhibit frustration.

Data present the facts: Onesi-Ozigagun et al. (2024) report a 20% increase in student engagement due to tailored instruction, a 15% increase in student performance due to customized learning paths, helping students master concepts at their own pace, a 10% increase in learning outcomes due to real-time feedback, and a 30% improvement in diverse learner achievement.

What AI Cannot Do?

Perhaps AI will give you the same examples Einstein used to explain his general theory of relativity today because it already exists. But it will never be capable of coming up with something new because AI does not possess more knowledge than the collective world, nor does it think or feel independently – AI will never be sentient. AI is programmed with data available as of 2022. Therefore, it may not have the most up-to-date and current information.​ 
 
AI is not balanced or unbiased since it is internet trained. When asked to generate a picture of a CEO, it often generates a stereotypical white, middle-aged male. AI is not always accurate. It generates 20% false positives. For example, attorneys submitted AI-generated nonexistent cases as court rulings as part of legal arguments without verifying their accuracy.  To use AI effectively, it is crucial to check its responses meticulously.​

AI is not honest and presents challenges related to integrity. As AI systems replicate human language, they can potentially be misleading and facilitate dishonest practices. Students using AI for cheating poses a significant issue in educational institutions, while AI-generated new stories raise concerns among media professionals. AI will never replace teachers, doctors, or lawyers, although it will likely influence and change their professional practices. 
 
AI is not accessible to all students, although its proper use can narrow the achievement gap. However, AI is expensive and, therefore, may not be available to all people of varying socioeconomic levels. In schools, this widens the achievement gap.

Resistance to AI

Resistance to AI use stems from ethical, practical, and cultural concerns. Automating tasks traditionally performed by humans and AI raises fears of job displacement in manufacturing, customer service, and creative fields, posing a livelihood threat. Ethical issues include potential bias in AI algorithms, lack of transparency in decision-making processes, and the potential misuse of surveillance or misinformation, raising further skepticism.

Privacy concerns are also significant as AI systems often rely on extensive data collection, raising questions about storing, sharing, and protecting personal information. Technological complexity and general lack of understanding can render AI intimidating or perceived as unreliable, particularly in high-stakes areas like healthcare or law enforcement.

Cultural resistance also persists, with some perceiving AI as a dehumanizing force that undermines traditional values and personal agency. Addressing these concerns through education, transparent AI design, and ethical implementation is essential to building trust and promoting
responsible AI adoption.

Teacher resistance to AI often arises from concerns about its impact on pedagogy, classroom dynamics, and accountability. Many educators fear AI tools might devalue their expertise, reducing teaching to a supervisory role while shifting the focus to technology-driven instruction.

Additionally, integrating AI requires significant training and resources, which can be challenging for schools with limited budgets or teachers unfamiliar with advanced technologies. Data privacy and the ethical use of student information also contribute to resistance, as AI systems often collect and analyze personal data. Accountability issues further complicate adoption: teachers may worry about being held responsible for AI-generated errors or outcomes, especially if they lack complete control over the technology.

Moreover, there is apprehension that AI might prioritize standardized outcomes, sidelining creative or individualized teaching methods. Building trust through professional development, ensuring transparency, and demonstrating how AI can support—rather than replace—educators is key to overcoming these barriers.

Privacy issues related to AI use arise from the vast amounts of personal data required to train and operate these systems. AI collects, processes, and analyzes data, often including sensitive information such as personal identifiers, health records, financial details, or online behavior. If improperly managed, this data can be misused, exposed to breaches, or sold without user consent.

Moreover, AI systems can inadvertently perpetuate bias or discrimination when using unbalanced datasets, leading to ethical concerns. Privacy risks also stem from surveillance applications, where AI-powered tools like facial recognition and predictive analytics can infringe on individuals’ rights to privacy. Additionally, the lack of transparency in how AI algorithms make decisions compounds these risks, leaving users unaware of how their data is utilized.

Addressing these issues requires robust data protection laws, ethical AI design, and clear communication about data practices to build trust and safeguard privacy.

AI’s increasing presence in daily life raises concerns about isolation and lack of emotional support. While AI chatbots and virtual assistants offer convenience, they can unintentionally replace human interactions, leading to emotional detachment. People may rely on AI for companionship, avoiding meaningful relationships or conversations with friends, family, or community. AI lacks genuine empathy and understanding, offering responses based on algorithms rather than emotional connection, which may fail to meet deeper psychological needs.

Over time, this reliance on AI could exacerbate loneliness, particularly for vulnerable populations like the elderly or socially isolated. Additionally, AI’s illusion of emotional support can discourage individuals from seeking professional help or confiding in trusted human networks. Balancing AI’s role in assisting while fostering human connections is critical.

Encouraging community engagement, developing emotionally intelligent AI, and promoting awareness of AI’s limitations can help mitigate these issues and preserve meaningful human relationships.

AI has raised concerns about cheating, particularly in academic and professional contexts. Tools like AI-generated writing or problem-solving systems can enable users to present work as their own, undermining integrity and learning outcomes. In education, students may misuse AI to complete assignments or exams without understanding the material.

In professional settings, AI can be exploited to manipulate results or plagiarize content, risking ethical breaches and reputational harm. The lack of transparency in AI outputs compounds these issues, making it harder to detect misuse. Addressing AI-related cheating requires explicit guidelines, improved detection methods, and the fostering of ethical AI use practices.

Despite AI’s numerous advantages, the RASK report (February 2024) concerning European professors and students indicates that only 5% of professors frequently or consistently use AI, and​ only 21% of students use AI often or always​. Nevertheless,​ 86% of students reported educational performance improvement after using AI tools.​3% also reported improved emotional well-being after using AI for educational purposes. Less than 5% of respondents reported a decline in their performance or mental state since using AI​.

Skeptic or Optimistic?

Many identify with these statistics. But humans tend to resist change, and AI is all about changing how we do things. While some quickly embrace AI, others take a “wait and see” attitude. The truth is that AI is here to stay and becomes more pervasive daily. So why not learn about it as an assistant to you?
 
In his book “What’s Next is Now,” Frederik Pferdt (2024) concludes that everybody can create their future and needs this mindset. Optimism, openness, curiosity, experimentation, empathy, and dimension X are the traits necessary to advance our futures. 
 
While we can’t control how much AI will be present in everyday life, we can adapt our thoughts and beliefs to harmonize with our changing world. Through education and experience with AI, we dispel the fear of a dystopian future and create a better, more advanced world for our children.

References:
1. Abrams, Z. (2025, January 1). AI in Education: Transforming Classrooms and School
Operations in 2025. Monitor on Psychology, 56

2.Harris, D. (2024). How To Move into The Future with Optimism Instead of Anxiety. 10% Happier Podcast interview with author Frederik Pferdt. Accessed on January 23, 2025.

3. Onesi-Ozigagun, O., Ololade, Y. J., Eyo-Udo, N. L., & Ogundipe, D. O. (2024). Revolutionizing education through AI: A comprehensive review of enhancing learning experiences. International Journal of Applied Research in Social Sciences, 6(4), 589-607. DOI: 10.51594/ijarss.v6i4.1011. Available at [Fair East Publishers]

4.Twani, E. (2021). Becoming Einstein’s Teacher. Relational Learning, Inc.

About the authors
Dr. Susan Neimand is a professional educator with 50 years of experience. After 14 years, she retired as Dean of Miami Dade College School of Education and now works as an Education Consultant. She was a P-8 principal for 20 years. She taught all educational levels, guided doctoral students, instructed preservice and in-service teachers, and developed significant curricula, including teacher preparation programs under cognitive neuroscience. She secured and managed millions in grants, contributed to academic committees, and published and presented extensively. She holds a doctorate in education from Florida International University. Her interests include cognitive neuroscience, AI in education, and transformational leadership. She can be reached at drsnei@aol.com.

Erika Twani is a best-selling author, TEDx speaker, social entrepreneur, and Fortune 100 corporate veteran. A deep passion for personalized education drives her. With over 30 years of experience in the education technology industry, Erika has witnessed firsthand the transformative power of personalized education in students’ lives. This passion led her to join education experts in founding the Learning One to One Foundation in 2011, where she serves as CEO. Erika’s expertise is widely recognized, and she is a sought-after speaker at national and international conferences on learning innovation, educational technology, and AI. She sits on various boards.