Can AI Support Great Teachers?

The technological revolution invites us to look directly at the role of artificial intelligence (AI) in education, while reminding us not to lose sight of what sustains teaching: vocation, judgment, and the ability to guide.

Here we share key ideas for a realistic, ethical, and human coexistence between technology and teaching, based on a conviction: a well-designed AI does not replace a good teacher — it can amplify their impact in education.

Rethinking the Teaching Role in the Digital Era

We live in times of accelerated transformation. AI generates reports, suggests answers, evaluates quickly. But… can it listen? Can it notice the meaningful silence of a student? Can it build trusting relationships? Technology can contribute, but not replace.

As Raúl Santiago stated in the event “Learning without, with, and despite AI,” organized by the Navarra Employment Service – Nafar Lansare:

“AI is capable of many things, but not all. There are tasks that people will always have to do. They are the ones that give meaning.”

A good teacher does more than teach: interprets, accompanies, challenges, motivates, orients. And these functions cannot be delegated to an algorithm. What AI can do is offer teachers useful data to better understand their students, facilitate monitoring, detect patterns, and support personalized learning.

AI and Career Guidance: An Opportunity If Used with Judgment

In employment-oriented training, the teacher’s role becomes even more complex. It is not only about teaching content but helping students build life and career paths. And this is where an ethical, well-contextualized AI can make a difference:

• Supporting the design of personalized learning pathways.
• Identifying transversal or soft skills.
• Evaluating students’ natural language to better understand their potential.

At Human AI, we collaborate with multiple public institutions to make this possible. Our tool does not simply “measure” people — it seeks to reflect, with rigor and objectivity, what is often only sensed in the classroom.

Teaching with AI? Only If Guided by Principles

At the SNE-NL event, attended by more than 80 educators, many valuable concerns and perspectives were shared. Benito Echeverría reminded us that teaching is not only about transmitting content, but about conjugating the verbs “to be” and “to be present” with authenticity. Montse Sanz analyzed the skills demanded today by the labor market — and many of them are profoundly human: critical thinking, creativity, communication.

Faced with these challenges, AI should not further standardize educational processes; instead, it should recognize the uniqueness of each learner.

At Human AI, we ask ourselves — and invite educators to reflect:

• What ethical principles should guide the introduction of AI in learning environments?
• How are educators integrating the AI Literacy framework promoted by the European Commission, the OECD, and Code.org?

AI literacy is not only about knowing how to use tools. It means understanding their limits, evaluating their impact, and teaching with technological awareness. As one participant said: “We need tools with soul — but above all, people with judgment to use them.”

The Value of Teacher Judgment

A good tool cannot make decisions for the teacher. It can suggest, but not impose. It can support, but not replace pedagogical judgment.

The future of education does not depend on automation, but on the quality of human discernment.

The foundational document for this article states it clearly:

“Education is not only teaching how to use technologies. It is teaching how to coexist with them without losing inner orientation.”

Faced with the temptation to delegate, we need educators capable of filtering, discerning, and teaching with purpose. AI can facilitate pathways in education, but only the teacher knows when a student needs a pause, a challenge, or a timely word.

Global AI Literacy: Keys for Continuous Training

The “AI Literacy” proposal promoted by the European Commission, the OECD, and Code.org goes far beyond technical skills. Its approach calls for a critical, ethical, and social understanding of AI. The goal is not to train passive users, but citizens capable of engaging with AI thoughtfully.

This means training educators who not only know how to use AI in the classroom, but who can teach students to think critically about its impact. The AI Literacy framework defines skill levels for different educational stages and proposes incorporating AI as a transversal tool for thinking and analysis — not merely as a digital resource.

Continuous training should address this literacy with depth and strategic vision. At Human AI, we believe that teacher training programs must integrate AI not as a trend, but as an essential dimension of educational discernment.

A Possible and Necessary Coexistence

Technological progress is not an excuse to abandon pedagogy. On the contrary — it requires an education with roots, critical thinking, and a vocation for service. At Human AI, we advocate for this coexistence: an alliance between ethical technology and teachers with purpose.

Because the best technology is the one that amplifies what is human. And the best educational future will be the one that never forgets that everything begins — and ends — with the person.