The Great Relearning: What AI Reminds Us in Education and Work
Ask the why. What we gain and what we lose. And a future where purpose truly matters.
Key Points
AI is transforming education and work: Generative AI tools are reshaping learning and professional tasks.
Automation potential is high, but implementation is gradual: Estimates suggest that up to 50% of today’s work activities could be automated by existing technology, but widespread adoption will take decades.
Skills gap is widening: The World Economic Forum’s 2030 Jobs Report reveals nearly 40% of workforce skills will change, with a premium on both technical and human-centered abilities.
Human skills are irreplaceable: Creativity, empathy, collaboration, and critical thinking remain uniquely human and increasingly valued.
Purpose-driven augmentation: The rise of AI demands we rethink the purpose of teaching and work—what should be automated, and what must remain human.
Gains and losses: As we lose certain skills to automation, we gain access to new capabilities and creative opportunities—but is it worth it? That’s the question we must continually ask.
First, Reality Check: How Much AI Automation Is on the Horizon, and What Employers Want
According to a landmark McKinsey Global Institute report, up to 50% of current work activities could be automated by existing technology—not just AI, but also robotics and other digital tools. However, the actual pace of automation is much slower: only about 5% of jobs can be fully automated today, and the transition will likely take decades, not years.
By 2030, McKinsey estimates that up to 30% of hours worked globally could be automated, with the biggest impacts in data processing, predictable physical work, and routine cognitive tasks. Yet, even as automation accelerates, new jobs and roles will emerge—ones that require a blend of technical and human skills.
The World Economic Forum’s Future of Jobs Report 2025 forecasts a net gain of 78 million jobs by 2030, but with 22% of current jobs expected to be disrupted. The most sought-after skills are a blend of technical and human capabilities:
Technical skills: AI, big data, cybersecurity, and technological literacy.
Human skills: Creative thinking, resilience, flexibility, collaboration, leadership, and emotional intelligence.
A staggering 63% of employers cite the skills gap as their primary barrier to transformation. The workforce of the future will need to adapt quickly, upskill continuously, and bring both digital fluency and uniquely human strengths to the table.
Rethinking Purpose in the Age of AI
We are at an inflection point. The rise of AI—epitomized by tools like ChatGPT—has left educators, professionals, and students grappling with a fundamental question: What does it mean to learn, create, and work in an age where machines can mimic human thought?
AI-assisted learning is sparking debates about cheating and the very nature of education. But this moment of disruption is also an opportunity: an invitation to go back to the roots and ask ourselves, “Why?”
Why Do We Want Students to Write That Essay? And Why Do the Customers Call?
What’s the goal of the assignment?
If the goal is simply to assess their ability to recall information or regurgitate facts, AI can easily generate a passable product—which is why many students are now using tools like ChatGPT to complete assignments. This has sparked debates about cheating and the very purpose of such exercises, as highlighted in WIRED’s coverage and EdSurge’s analysis. But what if the real value isn’t in the finished essay itself, but in the process of learning to structure an argument, develop critical thinking, or express creativity?
When students can use AI to shortcut the assignment, it forces us to ask: What are we really trying to teach? If it’s about the end product, then perhaps the assignment needs to change. But if it’s about the journey—developing reasoning, synthesizing ideas, or expressing original thought—then the human element becomes essential. Mentorship, feedback, and inspiration from teachers can guide students through the messy, challenging process of learning, not just the polished result.
What happens when AI can do the writing?
It’s an opportunity to rethink our approach. Maybe we need to design assignments that can’t be easily automated—projects that require collaboration, reflection, or real-world application. Or maybe we need to shift our focus from grading the output to evaluating the process, the thinking, and the growth.
In the age of AI, the question isn’t just “Can students write an essay?” but “Why do we want them to?” And, “What do we want them to learn in the process?”
Similarly, why do our customers call us?
Are they looking for a quick, automated solution, or are they seeking reassurance, empathy, and a trusted human connection?
When patients contact us, are they seeking a fast diagnosis from an AI symptom checker, or do they need a doctor who listens, understands their fears, and guides them through treatment with compassion?
Do clients come to us for algorithm-driven portfolio optimization, or for a advisor who calms their market anxieties and helps them sleep at night?
Are buyers just browsing listings online, or do they crave an agent who says, ‘This neighborhood feels like you’—and knows it’s true?
Do clients want a templated contract from an online tool, or a lawyer who warns, ‘Here’s the loophole that could destroy your business, as I’d seen happen before’?
Understanding the real value and meaning of our work is crucial as we decide what to automate and what to keep human.
The Human Equation: What We Gain and What We Lose
We’ve already seen how technology can make us “lazy” in some ways. The rise of calculators, for example, means many of us no longer need to do mental arithmetic—but is that such a loss? Or is it a gain, freeing up mental energy for more complex, creative, or meaningful tasks? Similarly, while today’s students may lose the skill of navigating traditional library systems, they gain access to the collective knowledge of humanity at their fingertips.
What might today’s students—and my daughter’s generation—gain as they grow up with AI?
Will they become adept at asking the right prompts with clarity, freed from the hours of repetitive work we once endured? Will they engage in more creative endeavors—making better music without saving up for expensive synthesizers, building tools that would have taken three friends in a garage three years, or launching multiple solopreneur agencies with AI agents before their 15th birthday?
Compared with what they will lose, is it going to be worth it?
It’s a question, not an argument. As we stand at this inflection point, we must continually ask: What is the real value of what we are teaching, learning, and working toward? What does it mean to be human in an age of intelligent machines?
The Purpose-Driven Future
As AI continues to evolve, the most successful individuals and organizations will be those who thoughtfully determine what to automate and what to keep human. The rise of AI is not a threat, but an invitation—to rethink the purpose of our teaching, learning, and work, and to double down on the qualities that make us uniquely human.
Questions for my readers:
How is your organization redefining the purpose of work in the age of AI?
What human skills are you prioritizing in your teams or classrooms?
What might today’s students gain—and lose—as they grow up with AI? Is it worth it?
How can we ensure that AI augments, rather than replaces, the best of what we do?
For more insights on the future of education and work, visit www.tbdfutures.com.