National Education Day Special Interview with Mr. Vinay Singh, Executive Director & CEO, Thomson Digital and Q&I: Insights into AI’s Role in Education

As the nation observes National Education Day, commemorating the birth anniversary of Maulana Abul Kalam Azad and his contributions to the field of education, the conversation around the future of learning has never been more crucial. With technology, particularly Artificial Intelligence (AI), revolutionizing traditional classrooms, educators and leaders are grappling with new challenges and opportunities.

In this context, we sat down with Mr. Vinay Singh, Executive Director & CEO of Thomson Digital and Q&I, to discuss how AI is reshaping education. From concerns about critical thinking and ethical data usage to the impact across various disciplines, Mr. Singh offers thoughtful insights on how AI can be harnessed responsibly to enrich students’ learning experiences.

AI-driven tools often provide quick answers. Do you believe students are losing the ability to critically analyze information and think deeply about problems? How can we prevent this while still utilizing AI in the classroom?

The concern about students potentially losing critical thinking skills due to AI’s rapid and efficient answers is valid. However, the role of AI in education should be viewed as a tool that enhances, rather than replaces, deeper analysis. To prevent the erosion of critical thinking, we can integrate AI in ways that encourage active engagement. For instance, using AI to present complex scenarios that require students to evaluate multiple perspectives or develop alternative solutions promotes deeper thinking. Additionally, educators should focus on creating curricula where AI-generated responses are starting points for critical discussion, rather than conclusions. AI can be a catalyst for exploration and debate if used thoughtfully.

How does the over-reliance on AI for problem-solving affect different educational disciplines? For example, does it have a different impact on STEM subjects versus the humanities in terms of fostering analytical skills?

The impact of AI on different educational disciplines varies significantly. In STEM fields, AI can automate routine calculations and data analysis, which can free up students to focus on higher-level concepts and problem-solving. However, there is also a risk that students may become over-reliant on these systems and miss opportunities to understand foundational principles. In the humanities, AI’s impact is more nuanced; it might assist in text analysis or pattern recognition, but the essence of humanities education—interpretation, empathy, and argumentation—demands human insight. The key is balance: AI should be a tool that complements human thought, not one that substitutes the mental rigor required in any discipline.

What ethical concerns do you think arise from AI systems collecting large amounts of student data that might somewhere compromise the data of their institution too?

Ethical concerns around data collection in educational AI systems are profound. These tools often require access to sensitive student information, raising questions about data privacy and consent. If improperly managed, data breaches or misuse could compromise not only individual privacy but also institutional integrity. Institutions must ensure robust data protection measures and transparent practices regarding how data is collected, stored, and used. Furthermore, establishing strict regulations and guidelines to minimize the risk of data exposure is crucial. We must prioritize data security while embracing AI’s benefits, ensuring that students’ trust in educational institutions remains intact.

How can it be ensured that AI tools in education promote the development of critical thinking rather than fostering a passive learning environment, where students simply rely on AI for answers without engaging in deeper analysis or evaluation?

To ensure AI fosters critical thinking, we must design AI-based learning experiences that encourage students to question and reflect. AI tools can be programmed to provide explanations rather than just answers, prompting students to consider why a solution works. Additionally, educators can use AI to simulate real-world challenges that demand strategic thinking and evaluation. Assignments can require students to critique AI-generated content, compare it with human-developed arguments, and defend their conclusions. By framing AI as a collaborator rather than a solution provider, we can inspire a more active and thoughtful approach to learning.

In the context of AI-driven content generation, how should universities address the potential challenges to intellectual property rights, especially when AI assists students in producing work that may blur the lines of authorship and originality?

The emergence of AI-driven content generation raises legitimate concerns about intellectual property and authorship. Universities need to establish clear guidelines defining the boundaries of AI-assisted work, emphasizing the importance of originality and the student’s own contribution. Educators should teach students the ethical implications of using AI, including the importance of proper attribution and understanding the creative process. Furthermore, we need policies that hold students accountable for demonstrating their comprehension and the unique value they add to their work. Institutions should invest in AI-detection tools and emphasize the development of academic integrity, ensuring that while AI can assist, the student’s own critical thinking and creativity remain central.