  Current discourse surrounding Artificial Intelligence (AI) oscillates between
hope and apprehension, painting a future where AI reshapes every facet of human
life, including Education. This paper delves into the complexities of AI's role
in Education, addressing the mixed messages that have both enthused and alarmed
educators, policymakers, and the public. It explores the promises that AI holds
for enhancing learning through personalisation at scale, against the backdrop
of concerns about ethical implications, the devaluation of non-STEM subjects,
and the potential transformative impact on our neurocognitive and
socio-emotional functioning. Drawing on recent research and global discourse,
the paper seeks to unpack the reasons behind the vagueness of current
discussions on AI in Education (AIED) and the implications of this ambiguity
for future educational practices and policies. By highlighting insights from
educational research and synthesising evidence-based best practices in AIED,
the aim is to provide a clearer understanding of how AI technologies can be
aligned with the fundamental principles of learning and teaching, and explore
what concrete actions may need to be prioritised now to truly enhance learning
experiences and outcomes for all in the future.
