Imaginaries of the future: towards a humanly intelligent education

Abstract

This chapter examines the future imaginaries that shape the adoption of emerging technologies and AI in education. We juxtapose techno-optimistic narratives—mass personalization, process automation, expanded access to knowledge—with critical perspectives that warn about dehumanization, surveillance, standardized thinking, and the erosion of academic labor. From pedagogical and ethical standpoints, we deconstruct technological solutionism and analyze asymmetries linked to the digital divide, technological sovereignty, and data governance. Building on this, we advance the notion of a humanly intelligent education, centered on non-automatable competencies (critical thinking, creativity, collaboration, empathy, ethical judgment), on curricular redesign with situated learning and authentic assessment, and on the reflective use of AI as an augmentation—not a replacement—of teachers. The chapter closes with guidelines for responsible integration: pedagogical relevance, algorithmic transparency, inclusion, and sustained faculty development. We argue that education’s future relies less on amassing digital tools and more on pedagogical projects that cultivate human capacities in critical dialogue with technology.