On February 13, 2026, the J.E. Jayasuriya Memorial Foundation held the 35th Memorial Lecture in honor of Professor J.E. Jayasuriya, the first Sri Lankan to serve as Professor of Education at the University of Ceylon. This year’s lecture focused on the transformative role of artificial intelligence (AI) in education, exploring the implications of generative artificial intelligence (GenAI) for teaching and learning.
In a rapidly evolving educational landscape, GenAI is redefining how knowledge is accessed, constructed, and assessed. Unlike previous educational technologies that primarily managed or delivered information, GenAI interacts with users in ways that are increasingly human-like. It responds instantly to inquiries, adapts to individual inputs, generates original content, and engages in dynamic interactions. Such capabilities are driving its adoption across various educational settings, fundamentally altering the relationship between students and educators.
The implications of this shift extend beyond mere efficiency. GenAI is now embedded in the educational process, influencing how students conduct research, develop understanding, complete assignments, and articulate their ideas. Educators are likewise discovering new avenues for lesson planning, assessment design, and providing student feedback. However, these advancements also pose challenges to traditional notions of authorship, originality, and academic integrity, placing educational systems in uncharted territory as they reconcile rapid technological advancements with pedagogical frameworks.
As educators confront these changes, varied emotions surface—excitement and curiosity intermingle with concern and confusion. The potential for GenAI to blur the lines between human and machine contributions in learning evokes fears over student dependency, reduced critical thinking skills, and a diminishment of professional expertise. These concerns do not arise from a desire to resist innovation; rather, they reflect a cautious engagement with technology that possesses significant educational and societal implications.
With the proliferation of AI capabilities, educators are prompted to ask fundamental questions about the essence of learning in this new context. If AI can provide immediate, fluent answers to nearly any question, what does it mean to learn today? As information becomes more accessible, how should teaching evolve? How can educators ensure that AI tools enhance inquiry and creativity rather than supplant human thought and reflection? These inquiries transcend technical aspects of software functionality; they delve into pedagogical, ethical, and deeply human territories that demand a reevaluation of learning design and the responsibilities that accompany it.
While AI systems can produce content instantaneously, they lack understanding, intention, and moral accountability. Educational decisions—what is taught, how learning is assessed, and the rationale behind various approaches—remain fundamentally human responsibilities. Therefore, educators continue to play a crucial role in shaping learning environments, establishing expectations, modeling ethical practices, and guiding students in the responsible use of technology. AI can influence educational practices, but it should not dictate the core objectives of education. A balanced and reflective approach is necessary—one that acknowledges the potential and limitations of GenAI. When thoughtfully integrated, GenAI can facilitate personalized learning, encourage dialogue, alleviate routine workloads, and foster deeper engagement in educational contexts.
The lecture emphasized the importance of preserving human agency in the face of these technological advancements. Rather than focusing solely on what AI can accomplish, the discourse shifted to what educators should be doing with AI and how it can align with effective pedagogy and ethical responsibility. This perspective seeks to ensure that educational practices remain rooted in human values and professional judgment.
In summary, the integration of GenAI into educational practices represents a significant paradigm shift, one that calls for careful consideration of both its transformative potential and inherent limitations. As educators navigate this evolving landscape, a commitment to ethical principles and sound pedagogical practices will be essential for harnessing the benefits of technology while ensuring that the core purposes of education remain intact. The conversation surrounding the role of AI in education is just beginning, as its implications extend into the future of work and learning across Commonwealth nations and beyond.
See also
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