The New Question Facing Educators
Technology has long shaped education, from the use of pencil and paper to the digital tools of today. Even the innovation of the calculator sparked controversy over replacing traditional skills and left educators to redefine the skills that mattered most. Today, artificial intelligence represents the most significant educational shift in how knowledge is produced and accessed since the creation of the internet, once again, leaving educators’ perspectives on new technology across the spectrum (source). The same questions that arose for calculator usage once more rear their heads for us. Whether educators choose to ban AI entirely or incorporate it regularly into classroom learning often reflects their individual philosophies, professional experiences, and, above all, their shared commitment to doing what they believe is best for their students. Educators are looking for the most effective tools to help students achieve learning goals – and so this article seeks to ask: How can we design learning experiences that artificial intelligence cannot replace?
I. Why Authentic Learning Matters More Than Ever
As artificial intelligence becomes increasingly accessible in schools, educators face an important challenge: designing learning experiences that students value enough to engage with rather than outsource to technology. The most effective response may not be stricter policies on AI use, but more authentic learning experiences that make thinking, collaboration, and problem-solving the focus of learning. Let’s consider a few examples of the importance of creating authentic learning experiences.
Finland’s success as one of the world’s highest-performing education systems is rooted in a philosophy of play, exploration, equity, and minimal emphasis on standardized testing. Rather than prioritizing memorization, Finnish schools emphasize meaningful learning experiences that foster curiosity, collaboration, and deep understanding. This approach offers an important lesson for middle level education, where student engagement often declines as learning becomes more procedural and disconnected from students’ lives.
Mathematics educator Sunil Singh argues that American schools too often prioritize algorithms and rote procedures over curiosity and joyful exploration. After nearly two decades of teaching mathematics, Dustin Purdy, an experienced math educator at Dwight Global Online has experienced a similar pattern. When middle school students are expected to memorize rules before exploring ideas through hands-on experiences and real-world applications, many become disengaged and begin asking, “Why do I need to know this?” When learning feels disconnected from their lives, artificial intelligence becomes an easy shortcut.
Authentic learning changes that dynamic. When students collaborate to solve meaningful problems, defend their thinking, communicate their ideas, and make connections to the real world, AI can support learning but cannot replace the experience. Students are less likely to misuse AI when the value lies in the process of learning—not simply producing an answer. Authentic learning shifts the focus from completing assignments to engaging in thinking.
This approach also aligns with the skills employers value most. The National Association of Colleges and Employers identifies problem-solving, teamwork, and communication as the most sought-after workplace skills—competencies that develop through authentic learning experiences, not through memorization alone.
In an AI-powered world, the most effective way to discourage inappropriate AI use is not by designing better restrictions, but by designing better learning experiences. When students see purpose, relevance, and ownership in their learning, they have far less reason to let artificial intelligence do the thinking for them.
II. Building Classroom Cultures That Support Authentic Learning
Authentic learning begins with classroom culture. Before students are willing to take intellectual risks, share their thinking, or persevere through challenges, they must feel safe, valued, and connected. This is especially true in middle level education, where students are navigating significant social, emotional, and cognitive changes. A classroom built on trust, belonging, and positive relationships encourages students to engage deeply because they know their ideas are respected, and mistakes are viewed as opportunities for growth rather than evidence of failure.
The culture we create shapes not only what students learn but also how they see themselves as learners. Skills such as perseverance, communication, collaboration, metacognition, and productive risk-taking flourish in environments where students feel comfortable asking questions, making mistakes, and learning from one another. For many years, instructional models centered on teacher demonstration and procedural practice often reinforced a divide between students who “can do math” and those who “can’t,” contributing to fixed mindsets and, for many students, anxiety toward mathematics.
Fortunately, educators such as Jo Boaler and Cathy Williams have helped shift mathematics instruction toward a growth mindset and problem-based learning. When students believe they are capable thinkers, they are more willing to wrestle with challenging ideas, contribute original thinking, and collaborate with peers. They become invested in the learning process rather than simply searching for the quickest answer.
One powerful way to build trust and encourage risk-taking is to create a classroom culture that values discourse, thinking, and revision over product. In Dustin’s classroom, students engage in experiences such as the Week of Inspirational Math and the “Dear Data” project, where they explore ideas, reflect on their thinking, and collect meaningful data from their own lives. By making learning personal, collaborative, and connected to authentic experiences, students become more invested in the process, increasing engagement and reducing the likelihood that they will turn to AI as a replacement for their own thinking.
This shift is more important than ever in the age of artificial intelligence. Students who feel disconnected from school or lack confidence in their abilities are more likely to use AI as a substitute for thinking. In contrast, students who feel connected to their classroom community and engaged in authentic, meaningful work are far more likely to use AI as a tool to support learning rather than replace it. As educators, our responsibility extends beyond teaching content. We must build classrooms where every student feels they belong, nurture the skills they need to thrive in an ever-changing world, and create learning experiences that inspire students to think, create, and solve problems in ways that technology alone cannot.
III. Research-Based Strategies for Designing Authentic Learning
Authentic learning in the classroom doesn’t just happen by chance. When teachers intentionally design their lessons with this clear goal in mind, students are more fully invested in the learning process and ultimately retain more knowledge (source). Make AI less useful as a substitute for thinking with these practical, research-based tips for planning:
Strategy 1: Start with Meaningful Questions
Authentic learning begins with curiosity. When students only memorize answers, understanding and growth are limited, and the temptation to use AI is more prevalent. Inquiry-based learning drives engagement, invites curiosity, and holds space for debate and a change in thinking. When students have intrinsic motivation to solve a problem, especially one that relates to their everyday lives, the appeal of using AI decreases. For example, in a history class, instead of asking What caused the fall of Rome? Ask, Why do powerful societies collapse, and what can we learn from them today? A science class might explore the question, How can we reduce waste in our school? These broader driving questions relating to student interests are meant to spark curiosity and promote authentic application by problem-solving rather than recalling information.
Strategy 2: Process Over Product
Having regular touchpoints throughout the learning process is where teachers can spot true learning and give instant feedback. Students can see their own growth and reflect honestly, which strengthens metacognition and ultimately supports skill development and intrinsic motivation. Conferencing and feedback cycles, reflection checkpoints, journaling, and visible thinking routines support this process. The more familiar teachers are with their students’ writing, the better. Documenting their learning throughout the unit not only allows students to gain an in-depth look into their own journey, but also aids teachers in noticing any changes in writing that might stand out. Student collaboration in forms of peer editing or investigative teams focuses on the human-facing elements of learning and renders AI unhelpful.
Strategy 3: Consumers to Creators
When students are creators rather than consumers, AI becomes a tool rather than a substitute for learning. When students look beyond the grade and see themselves as part of something bigger, they are more invested and produce higher-quality work. Sonoma Country Day School science teacher, Cindy Rodenbaugh’s design challenge grew more bountiful than she could have imagined. “My sixth graders were given a redesign challenge focused on creating inclusive public play spaces for people of all ages and abilities. They explored the principles of inclusive play and Universal Design, researched safety and placemaking, and conducted empathy work at the Magical Bridge Playground in Palo Alto to understand real user needs. Students then designed and modeled their own play spaces in Tinkercad before presenting their ideas. Most powerfully, the project sparked genuine community activism, motivating students to share their findings with the local Mayor and a City Council Member to advocate for a Magical Bridge–style playground in their own community.” Authentic learning gives students something AI can’t – a meaningful impact.
IV. Reframing Assessment in an AI World
As AI tools adjust in an ever-changing world, so must our strategies for creating assessments (source). The question needs to shift from How can we prevent students from using AI? to How do we design assessments that focus on reasoning skills, rather than just provide an answer? An effort to assess student thinking and growth supports learning and metacognition and negates AI’s impact.
The easiest area to adjust assessments in the AI era might be the humanities, as its primary goals are to foster interpreting, deeper thinking, and empathy, instead of only recalling facts. The key shift is moving away from the “what” and leaning toward the “why.” While it may feel like AI is an infallible source of wisdom, it has its limitations. It certainly is restricted in capturing cultural nuances and values. AI is only programmed to regurgitate predictions using (sometimes biased) algorithms. It does not have a concept of empathy or cultural expressions. This is an area for students to shine and connect themselves to the guiding questions and the real world.
Math assessments might be modified to assess thinking, not just answers. Instead of the traditional 20 questions worksheet, ask students to explain why a method works. Make mathematical conversations the norm. Whether it’s conferring with the teacher or justifying their answer to a peer, this shift in assessment helps them think like mathematicians. AI can still be a valuable tool when explicitly taught how to use it – but it no longer replaces the learning. Portfolios and other exhibitions of learning are key tools for reflection and self-assessment.
AI is a new reality for educators, and by designing authentic learning experiences that emphasize thinking, creating, collaborating, and reflecting, students are less likely to use this technology inappropriately because they feel vested in the learning process. What learning experiences have you found most engaging, meaningful, and AI-resistant? Join us on September 16 as we learn from one another and explore how authentic learning can help students thrive in an AI-powered world.
For additional guidance on creating developmentally responsive approaches to artificial intelligence in middle grades schools, refer to AMLE’s position statement, Artificial Intelligence in Middle Level Education: Guiding Principles for Developmentally Responsive Policies.
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Teacher Talks: AI Resistant Learning Experiences
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