By Dr Khairul Zharif Zaharudin

We are living in a moment of unprecedented technological change. Artificial intelligence (AI), once the realm of science fiction and research laboratories, has firmly rooted itself in our everyday lives.

From generative chatbots like ChatGPT to predictive systems in healthcare, education and finance, AI is not just a tool – it is a transformative force. But amid the rapid proliferation of these technologies, a crucial question looms: Are we equipping learners with the wisdom to navigate this new era responsibly?

This question is especially pressing for educators and adult learners, who now face the twin challenges of staying relevant in a volatile world while developing the ethical judgement to engage with powerful digital tools.

As AI continues to evolve, so too must our understanding of what education should provide. Knowledge is no longer enough. In the age of AI, education must cultivate adaptability, critical thinking, ethical literacy – and above all, human wisdom.

From Research Lab to Reality

AI's journey from theoretical models to practical tools has been swift and sweeping. In the 1980s, foundational work by pioneers such as John Hopfield and Geoffrey Hinton set the stage for modern deep learning.

Decades later, the 2024 Nobel Prize in Physics recognised breakthroughs in neural networks – affirming AI's impact not just on science, but on our conception of intelligence itself.

The release of ChatGPT in 2022 marked a turning point. What was once accessible only to computer scientists became widely available to anyone with a smartphone. New platforms like DeepSeek further democratised AI, integrating it into everyday workflows, learning environments and social interactions.

AI is no longer a distant innovation – it is now embedded in how we write, solve problems and even think.

Reflections from Popular Culture: Hope, Fear, and Human Agency

Popular media has long anticipated the emergence of AI, with portrayals ranging from the curious, compassionate androids of Star Trek to the apocalyptic scenarios of Terminator. These cultural narratives capture the emotional undercurrents surrounding AI: hope for progress and betterment, but also fear of obsolescence and loss of control.

For today’s adult learners – especially those from Generation Z – these narratives are no longer just science fiction. They are lived experiences. These learners interact with AI in their studies, jobs and relationships. They grapple with questions like: Will AI take over my career? Can I trust what I see and hear online? Educators can no longer ignore these concerns. Our role is to provide not only knowledge, but guidance through the ethical and emotional terrain AI brings with it.

The Adult Learner in a VUCA World

Modern learners navigate a VUCA world – volatile, uncertain, complex and ambiguous. This environment breeds what some call “BANI” learners: brittle, anxious, non-linear and incomprehensible through old teaching frameworks.

AI adds a new layer of complexity. It amplifies productivity but also raises existential doubts.

What does it mean to compete not just with peers, but with algorithms? Tasks that once took teams now require only one tech-savvy user and a smart prompt. The result is a quiet but growing pressure among learners to constantly adapt, upskill and perform.

As educators, we must respond with empathy and clarity. One proposed framework is RAAT: resilience, attentive mindfulness, adaptability and transparency. These principles empower learners not merely to use AI, but to do so wisely and responsibly. The challenge is not to ban AI in the classroom, but to cultivate discernment in its use.

Redefining Education’s Purpose

What, then, is the role of education in this context? It must go beyond content delivery and credentialing. Education should shape individuals who are curious, reflective and morally grounded – who do not simply master exams but contribute meaningfully to society.

AI should be seen as a scaffold, not a shortcut. When used wisely, it can personalise learning, support critical inquiry, and democratise access to knowledge. However, it cannot replace the fundamental skills of judgement, empathy, or ethical reasoning.

Increasingly, employers value AI fluency. A graduate with moderate grades but strong digital literacy may prove more adaptable in AI-integrated workplaces than a top scorer who struggles with basic tools.

In this light, AI should be integrated into curricula not just as content, but as context. Our students must become hybrid thinkers: those who can blend human insight with technological proficiency.

Ethics, Faith, and Digital Integrity

The ethical dimension of AI use is urgent. In a world of deepfakes and disinformation, integrity becomes our most powerful safeguard. As educators and as individuals, we must model responsible use. This article itself was edited with AI tools, but the insights are human – deliberate, reflective, and value-driven.

For communities guided by spiritual values, such as in Islam, ethical engagement with AI is even more vital. Concepts like tabayyun (verification), amanah (trust) and ihsan (excellence) are not just moral ideals – they are practical imperatives in a world of synthetic voices and manipulated images.

Without grounding in values, AI risks becoming a tool for manipulation rather than empowerment. But with ethical stewardship, it can illuminate new pathways for learning, creativity, and connection.

The Educator’s Call to Action

As AI continues to transform society, educators hold a powerful position. We are not merely content providers – we are cultural guides, ethical mentors, and facilitators of wisdom. The future will not be shaped by algorithms alone. It will be shaped by the values we embed in our students today.

This is both a privilege and a responsibility. We must teach students not just how to prompt a chatbot, but how to ask the right questions. Not just how to use AI for efficiency, but how to ensure fairness, truth, and human dignity in a digital world.

In the age of AI, the most vital skill is not coding, but conscience.

-- BERNAMA

Dr Khairul Zharif Zaharudin, Senior Lecturer, School of Economics, Finance and Banking (SEFB), Universiti Utara Malaysia.