Allan Kjær Andersen
Umbylting menntunar: Tvíþætt áætlun
If we don't include AI in our pedagogy, AI will take over and destroy education as an instrument for a free and democratic society based on on human values.
— Allan Kjær Andersen
Um fyrirlesturinn
Við lifum á tímum spennu á alþjóðasviðinu, loftslagsbreytinga og stjórnlausrar tækni. Heimurinn sem nemendur erfa krefst nýrra svara. Allan færir rök fyrir tvíþættri leið: annars vegar að þjálfa hæfni 21. aldarinnar með hjálp stafrænnar tækni, og hins vegar að styrkja lýðræðisvitund, gildi og menningararfleifð. Fyrirlesturinn varpar upp hagnýtum dæmum og býður skólafólki að hugsa upp á nýtt hvað á að sitja í hjarta skólastarfsins þegar allt í kringum okkur tekur stakkaskiptum.
Hver er Allan Kjær Andersen
Allan Kjær Andersen hefur varið starfsævi sinni í að móta skóla sem skipta máli. Hann er menntaður í bókmenntafræði og opinberri stjórnsýslu og starfaði lengi sem kennari og stjórnandi í dönskum skólum. Í nærri þrjá áratugi var hann skólameistari í framhaldsskólum, síðast við hinn framsækna Ørestad Gymnasium í Kaupmannahöfn sem vakti heimsathygli fyrir nýstárlegan arkítektúr og stafræna kennsluhætti.
Undanfarin ár hefur Allan starfað á Indlandi, fyrst sem skólameistari Chaman Bhartiya skólans í Bangalore og nú sem ráðgjafi á alþjóðavettvangi. Allan brennur fyrir því hvernig menntun þarf að þróast til að mæta áskorunum nútímans með áherslu á sköpunarkraft, samvinnu og lýðræðisleg gildi sem grundvöll náms.
Spurningar og svör frá Sli.Do
How do we light that spark in students — the will to do better and to dig deeper?
The spark for learning, collaborating, and engaging in solving the world around them is already present. Yet digital media and the fear of missing out disrupt it. Excessive, dull teaching that keeps children bound to a table and chair does not help either.
Schools must make learning and ambitious goal setting relevant. As things stand, many children cannot see how education will serve their lives.
The school day should include a wide range of activities: problem-based learning with creative and innovative solutions to real-life issues, personalised study of core academic subjects and topics, collaborative character building, and creative work.
It is vital that teaching becomes more personalised—AI can assist with individual coaching—alongside individual mentoring (with concrete feedback and goal setting) and collaborative exercises.
More than ever, topics must connect to the children. Whether in projects, liberal arts, language, or science, students need to experience relevance.
Which parts of teaching should AI never take over, and how can we tell whether an AI tutor is actually helping students learn?
In education, AI should not act as an agent that fully assumes teaching duties. In an AI-driven world, teachers must retain full authority over instruction and treat AI as a tool. Consequently, AI should operate within a closed environment designed specifically for education. It should be developed to prompt students to think rather than serve as a machine delivering answers and solutions.
AI can become vital in personalising learning. As a personal coach, it may design activities that align with and adapt to students’ learning needs. It can encourage students to think and supply appropriate learning paths and materials. Yet again, it is essential that it does not merely provide answers.
In an AI world, it is more important than ever that schools place human beings and human civilisation at the centre of all activities. Schools must cultivate children. For me, this means developing character, citizenship, and cultural respect and understanding. This can occur only in an environment where teachers and students collaborate and engage with one another. Therefore, AI must be used in schools in a controlled manner.
What can schools teach that AI cannot easily replace, and is the role of the teacher changing?
Education is a fundamental human mission: it guides children—who are not yet equipped for the world—through careful support and development, helping them to engage in and contribute to society.
AI, even though it can simulate human intelligence and behavior, is not human. Only humans can cultivate other humans, so the teacher’s role remains essential. When AI is used as a tool, the teacher must maintain authority and orchestrate both teaching and learning processes.
AI can play a vital role—acting as a learning coach, information provider, and creative aid—but the teacher must design and frame the learning experience. With digital resources and AI, character building becomes even more critical. Thus teachers need strong subject expertise and highly developed interpersonal skills to give meaningful feedback, motivate students, and set goals. AI can supply data for these conversations, but interpreting that data into actionable insights remains a teacher’s responsibility.
Properly deployed, closed‑school AI systems can enhance core academic instruction, ensuring each student receives challenges suited to their next learning zone. Teachers must understand pedagogical methods to create appropriate learning experiences, with or without AI.
Ultimately, teachers are the authoritative, role‑model mentors behind all classroom activities, which should be creative, activity‑based, and collaborative.
An AI school coach should remain purely a tool—without a human persona—while the school itself must build digital competence and ethics. Students need to understand what AI is and how to use it critically. Digital education has never been more crucial; schools must teach technology while safeguarding human values and culture.