The article highlights that while artificial intelligence (AI) offers powerful tools for personalised learning and administrative support, there is a significant risk that its adoption could widen existing educational inequalities rather than narrow them. Students in well-resourced schools often benefit first from new technologies, while those in under-funded, rural or disadvantaged settings may lag behind — lacking devices, internet access or trained teachers to deploy AI effectively.
Central to whether AI helps or harms equity is the role of teachers. The author argues that when teachers are properly trained, supported and involved in decision-making about AI tools, the benefits are more widely shared. In contrast, if teachers are sidelined, lack professional development or are simply given tools without context, AI may become another burden or even a source of bias and exclusion.
The article also discusses structural barriers: unequal infrastructure, lack of resources for teacher training, and policies that don’t account for local realities. Without addressing these, AI may reinforce patterns where advantaged students gain further acceleration, while students in less supported environments fall further behind. It underlines that AI is not a panacea — access, teacher competency and institutional support determine whether it becomes an equaliser or a divider.
In conclusion, the piece calls for deliberate action: investment in teacher training, equitable infrastructure, thoughtful policy and inclusive design of AI systems. The future impact of AI in education isn’t pre-dermined; what educators, policymakers and communities do now will shape whether it promotes opportunity or entrenches disadvantage.
