For NarativAI – Center for Media Innovation in the Balkans, this approach reflects a broader principle: technological innovation must enhance human expertise, not erode it. Whether in journalism, public institutions or education, AI should operate under clear ethical rules, transparency standards and human oversight.
Author: NarativAi
More than one in three teachers already use artificial intelligence in their daily work. According to the OECD Digital Education Outlook 2026, 37% of teachers across OECD countries are using generative AI tools for tasks such as lesson planning, preparing materials and professional development.
“This is no longer an experiment. AI is already part of everyday teaching practice,” the report notes.
The evidence suggests clear benefits. A large-scale study cited by the OECD found that teachers using generative AI reduced lesson-planning time by around 30%, allowing them to focus more on direct interaction with students. Another field experiment showed that students supported by tutors using AI-powered applications achieved significantly higher mathematics scores, particularly when the tools were designed to guide thinking rather than simply provide answers.
“Generative AI can scale personalised learning and act as an intelligent tutoring system, especially when it is designed to support skill development and active engagement,” the OECD concludes.
But the same research also issues a warning. Overuse of AI for grading, feedback or lesson design could weaken teachers’ professional judgement, reduce social interaction in the classroom and undermine pedagogical autonomy.
In one study conducted in Türkiye, students who had access to an AI tutor initially performed better, but once the tool was removed, their results dropped. “This shows that performance gains do not automatically translate into learning gains if AI is used as a shortcut rather than as a learning partner,” the report states.
The OECD therefore calls for a “human-in-the-loop” approach, where teachers remain the central decision-makers and AI functions as a supportive, transparent and controllable tool. “Educational AI systems should be designed with teachers, not for teachers, and should strengthen – not replace – their professional agency,” the authors argue.
For NarativAI – Center for Media Innovation in the Balkans, this approach reflects a broader principle: technological innovation must enhance human expertise, not erode it. Whether in journalism, public institutions or education, AI should operate under clear ethical rules, transparency standards and human oversight.
“The question is not whether AI will be used in classrooms, but under whose values and governance,” NarativAI notes. “The future of education is not artificial intelligence instead of teachers, but teachers empowered by artificial intelligence.”
In this vision, AI becomes what the OECD describes as a partner: a tool that reduces administrative burden, supports personalised learning and improves system efficiency – while keeping trust, responsibility and human judgement at the core of education.
(This text was written and reviewed by the editor with support from artificial intelligence tools for language editing and stylistic refinement. More on how NarativAi uses AI — Link)