Why Teachers Matter More in the Age of AI

A growing concern is being felt in classrooms and faculty rooms. If students can access lectures from the best universities, solve problems using artificial intelligence, and get explanations within seconds, what is left for the teacher to do? Has the role of the teacher reached its limit?

The concern is understandable, but it rests on a weak assumption. Information has become abundant. Understanding has not, and thinking, certainly not.

For a long time, teachers were the main source of knowledge. Books were limited, journals were not easily available and access was unequal. Today, a student with a smartphone can explore advanced topics and even generate code. This shift does not remove the need for teachers, rather changes their role.

We must first understand the difference between information and knowledge. Information is data that we can access. Knowledge is when we understand that data. Wisdom is the ability to use that understanding in real situations. Artificial intelligence can organize information efficiently, but it cannot replace human judgment, doubt and reflection.

This raises a deeper question. Is artificial intelligence truly “intelligence,” or is it an advanced form of accumulated information presented in a powerful way? It can process large amounts of data, recognise patterns, and generate responses that appear intelligent. But it does not understand meaning in the human sense. It has no curiosity, intent, or responsibility. AI can answer questions, but teachers shape the ability to ask the right questions.

Changing Role

Take a simple example. A student can use AI to solve a differential equation and get the answer in seconds. Yet when asked to model a real situation, such as the spread of pollution in water or heat flow in a material, many struggle to even write the equation.

This is where the teacher becomes essential. The teacher is no longer just a source of information, but a mentor who helps students think clearly and gain confidence. In engineering and technical education, this role becomes even more important. The problems students will face are not simple textbook exercises. They are open-ended, interdisciplinary, and often unclear. Designing a water treatment system or developing new materials requires knowledge from different fields and an understanding of real-world consequences.

One weakness in current education deserves attention. There is a growing focus on problem-based learning without building a strong base of fundamentals. Students are asked to solve problems without first understanding basic concepts. Textbook problems may appear routine, but they are essential. They teach students how problems are structured. Only then can students learn how to frame problems in real-life situations. Without this foundation, their ability to handle complex challenges remains limited.

AI vs Teachers

AI tools can assist in calculations and suggest solutions. They do not take responsibility for outcomes. A teacher helps students understand the consequences of their decisions. AI can show a path, but it cannot decide where to go. There is a deeper paradox here. As answers become easier to obtain, the value of asking the right question increases. Ease of access is not the same as depth of understanding.

The National Education Policy 2020 recognizes these changes. It promotes flexible learning, multidisciplinary education, and less emphasis on rote learning. These are important steps. But policies alone cannot transform education. Real change happens in classrooms and in the interaction between teachers and students.

A flexible curriculum works only when teachers are supported and trusted to use it well. Project work, case studies, and collaborative learning require time and institutional backing. Without this, even a good curriculum remains only an idea.

Teaching methods must evolve. Lectures are useful, but they cannot be the only method. Students must be encouraged to question, discuss, and explore. The teacher’s role is to design meaningful learning experiences, not just deliver content.

There must also be a balance between theory and practice. Practical work has gained importance, sometimes at the cost of conceptual clarity. This is a mistake. A strong theoretical base helps students analyze results, solve problems, and innovate. Without a clear understanding of fundamentals, practical work becomes mechanical.

Evaluation remains a major challenge. We say we value creativity and problem-solving, yet we continue to test memory and speed. If exams reward recall, teaching will remain limited. Assessment must include open-ended questions, real-world problems, and the ability to connect ideas across subjects.

Students face different challenges today. They are surrounded by information and often depend heavily on AI tools. Many do not fully understand what they produce. This creates an illusion of learning without real understanding. The presence of a thoughtful mentor helps students navigate uncertainty.

At a basic level, students must learn to ask three simple questions: what to study, why to study, and how to study. These questions lie at the heart of meaningful learning. Reading carefully, thinking deeply, and expressing ideas in one’s own words are essential habits. The simple tools of learning, paper, pen, brain, and books, remain as relevant as ever.

Overdependence on AI carries a risk. Students may begin to copy instead of think. Their ability to connect ideas across subjects may weaken. Human interaction remains central to learning. A thoughtful question, a well-placed challenge, or a few encouraging words can change how a student thinks. These moments come from experience and genuine engagement.

The future of education is not a contest between teachers and technology. It is a partnership. Artificial intelligence can handle routine tasks and provide quick access to information. This allows teachers to focus on mentoring, guiding, and developing critical thinking.

The challenge is not to compete with AI, but to do what it cannot do. Teachers who adapt to this shift will become more important, not less. They will guide learning, shape thinking, and uphold academic integrity.

The concern about becoming irrelevant is understandable, but it is misplaced. The teacher is no longer just a source of information but the architect of disciplined thinking, helping students not just in finding answers, but also understanding which questions truly matter.

(The writer is an ANRF Prime Minister Professor at COEP Technological University, Pune, and former Director of the Agharkar Research Institute, Pune. Views personal.)