AI in Education - My Nova Mind

When I was in Kiskunmajsa recently, an interesting question arose, among other things. The principal noted that although few of the faculty use language models, those who do are quite knowledgeable about the subject. Among other things, he noticed more than once that the reports prepared for the board were also created with it. At this moment, a dispute began about whether it was ethical or unethical to prepare reports with AI.
Two situations come to mind about this. Once, we were talking in a circle of friends about AI-generated correspondence, and one of the interlocutors said that this was a lie. We should not deceive people by saying that we do not write in our own style. What will be the fate of humanity if we can never be sure that the other person's tone, style, and communication strategies are truly theirs and not contrived.
Or my other story: there is a small group with a conflict that is resolved in writing for the sake of accountability. One party responds to the other party's suggestion with an AI-generated letter. What is this? Competitive advantage? Trick? Strategy? And what if the other party responds to the AI-generated letter with an AI-generated letter? And what if the AI ​​suddenly realizes that it is talking to itself?
How do you react when you realize that you are receiving an AI-generated document?
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Yesterday, I visited Széchenyi Primary School in Kiskunmajsa, where we discussed the use of Artificial Intelligence in education.

One of the most engaging topics was homework.
And honestly, I’ve never seen it as a new phenomenon.

The truth is, only a small percentage of students have ever done their homework entirely on their own.
Many relied on family members, private tutors — or simply copied it from a classmate during the break.

The only difference today?
It has become cheaper and faster.

That’s why I believe it’s time to rethink our pedagogical value system in this area.

We can either:
🔹 encourage students to use AI consciously and reflect on their process — what prompts they gave, what responses they received, and what they learned from it — developing both awareness and AI competencies;
or
🔹 design AI-resistant tasks: creative projects, experiments, guides, tutorials, or personal interpretations that require authentic thought and creation.

I’m convinced that with the rise of AI, we must redefine the role, purpose, and methodology of homework itself.

It was inspiring to see several colleagues who shared the same mindset and brought their experiences into the discussion. It’s encouraging to witness how Hungarian educators are increasingly searching for meaningful, conscious ways to integrate AI into their practice.

💭 What do you think?
Is it the student’s responsibility to use AI wisely — or the teacher’s responsibility to teach them how to do so?

If you’d like to explore these questions more deeply, check out my course here:
👉 https://mynovamindworld.com/

When it comes to AI and education, the conscious development of artificial intelligence competencies is essential. This includes, for example, the ability of students to know what types of AI tools exist, what their limitations are, what dangers they may pose, and what opportunities they offer.

I often assign tasks that students complete using several different AI tools, and then they must draw conclusions and compare the answers.

Yesterday, I came across a platform that is fundamentally different from the others: Phind (https://www.phind.com/
). It’s incredibly rational, logically structured, and straight to the point. What I find brilliant is that every answer begins with a visual summary, which is then expanded and explained. I believe this can be an enormous help for visually oriented learners.

Here’s the first step of our collaborative work: (it is in Hungarian, but you can detect the structure.)

An interesting idea has been occupying my mind today. I am currently grading advanced-level final exam essays, in which students had to express their opinion on whether schools truly prepare them for life. Although the number of essays I’ve read cannot be considered representative, they all shared one striking similarity: without exception, every student wrote that education should include far more **practical knowledge** at the expense of excessive theoretical and lexical learning. Some even offered **concrete suggestions** on how lexical knowledge could be integrated with information that is actually useful in everyday life.

This reflection seems particularly relevant considering that last Saturday I participated as a **speaker** at the *Conference on Educational Informatics* ([https://ikt.kre.hu/oktatasinformatika2025/](https://ikt.kre.hu/oktatasinformatika2025/)), where one of the issues raised was that **students in the humanities are reading fewer and fewer required literary works**. Many lecturers—lacking better options—distribute photocopied excerpts in class so that students at least encounter key passages. I’m not sure how effective or motivating this method is, nor whether it truly brings students any closer to the joy of reading.

From these two experiences, I draw two key conclusions:

1. **The concept of “culturedness” (or general education) needs redefinition.** Today’s young people no longer regard wide-ranging reading experience as a particular virtue or an intellectual ideal worth pursuing.
2. **Practicality has become more important than ever.** Knowledge that is immediately applicable and essential for navigating real life has gained enormous value, while everything else—anything that doesn’t serve a direct purpose—has been increasingly pushed aside.

In my view, whether we like this direction or not, resisting these tendencies is a waste of energy and time. It is far more productive to make the most of the reality in which we live and teach.

For example, imagine a task where a student reads a given literary work, then asks two different LLM modelsfor analyses, and finally writes a one-page essay on what would anger them if they were the author reading those AI-generated summaries. Such an exercise would likely stimulate genuine thinking. It requires personal reflection—something no AI can authentically produce. The student would need to interpret, reason, and reflect, and might even become more motivated to engage with the text itself.

One thing, however, is certain: it is increasingly difficult today to draw the line between what can be discarded as unnecessary or time-wasting knowledge, and what constitutes the essential foundation of cultural literacy—the kind of knowledge without which future generations will be intellectually poorer.

Oldal nem található – VI. Oktatásinformatika a felsőoktatásban konferencia és szakkiállítás

Yesterday I started a thought process about how shocking the technological rejection of the eleventh grade class of a high school in Tata was. As promised, I will continue with what else made me think. I recently participated in the Digital Child Welfare Conference. https://digitalisgyermekjollet.hu/ I held a workshop on how we need to redefine the issue of trust. We talked with the participants about how important it is to teach our students/children that everything needs to be looked into, everything needs to be checked, everything needs to be questioned, because we can never know if it is true or AI-generated, real or deep fake. Someone added that he believes that students today don't even want to think, they are able to generate arguments and counter-arguments with AI. In other words, they are becoming more and more stupid. In the ominous Tata school, I experienced the exact opposite. I showed them that they could even use AI for reasoning and decision-making preparation. They could even ask it for arguments and counter-arguments before taking a stand for something. This was new to them. They lacked this competence. That is, it was a help to them, it appeared as a supplement to their missing knowledge. It made them more. An interesting question. Some people are pulled down, some are lifted up. At another conference, it was said (I quote) "the stupid will be even stupider, the smart will be even smarter in the age of AI." This may only be partially true if we educate responsibly.

I started my staff presentation on October 18 at Homoktövis Primary School with what I believe was a very interesting experiment.

On Mentimeter, my colleagues could share their opinion on what kind of animal AI would be if it were an animal.
While they were responding to the next question — what they definitely want to hear about in today’s presentation — I asked ChatGPT to analyze their animal associations. The result astonishingly aligned with reality. (See below.)

Human thinking can actually be algorithmized quite well. We talked about this too — as well as about the dangers of AI and its educational opportunities. The institution dedicated the entire Saturday to AI. :))
I would like to express my gratitude for being part of such a professional joint reflection and for meeting incredibly curious colleagues! 🙂

Since the very first moment ChatGPT became publicly available in 2022, I’ve been deeply involved in exploring its potential — especially in how it can be integrated into education.

AI is evolving at lightning speed. New features emerge, older ones disappear, and the way we think about how to bring this technology into the classroom changes almost daily. Sometimes it gets “smarter,” sometimes more limited. Either way, it's clear that we’re no longer just talking about tools — we're talking about a new core competence: AI literacy.

As responsible educators, we can no longer ignore this.

One key part of AI literacy is understanding how to prompt effectively. A poorly written prompt can do more harm than good:

It leads to disappointment (“AI is dumb” or “I must be doing it wrong”)

That disappointment can cause digital anxiety

It creates unnecessary data usage, which also harms the environment

And sometimes, it can lead to dangerously misleading outputs — from misinformation to fear-mongering

So what's the first step?
Understanding that this technology is fundamentally different. It requires a more conscious, more thoughtful approach than anything we've used before in education.

🗣 I speak about this in many forums and conferences — but the good news is, there's now an internationally accessible online course available on this topic.

🎓 🌍 Check it out here:
👉 https://mynovamindworld.com/

An exciting day is coming next Saturday!
In the early afternoon, I’ll be leading a workshop for students on how to use AI.
(You can still register for the Digital Child Well-being Conference! https://digitalisgyermekjollet.hu/dgyjkk/
)

Later in the afternoon, I’ll be giving a lecture for teachers on how to teach students to use AI.
https://ikt.kre.hu/oktatasinformatika2025/
(registration is still open here, too!)

Revolutionizing Education: Embracing AI, Not Banning It

As an educator who has taught in numerous schools and institutions, I've witnessed firsthand the growing dilemma facing teachers everywhere: the rise of AI in homework and assignments. The traditional approach of simply assigning tasks and expecting students to complete them without AI assistance is rapidly becoming obsolete. It's clear that the old rules no longer apply, and many educators are grappling with how to address this new reality.

For too long, the conversation around AI in education has been dominated by fear and prohibition. We've seen attempts to ban AI tools, implement sophisticated detection software, and treat AI as a cheat rather than a powerful new resource. But what if I told you there's a radically different, far more effective approach? What if, instead of fighting against the tide, we learned to surf it?

My journey led me to a profound realization: we need a paradigm shift in how we view AI in the classroom. Instead of tabooing AI, we must integrate it. The goal should no longer be to prevent students from using AI, but to teach them how to use it responsibly, ethically, and effectively to enhance their learning and problem-solving abilities. This means combining the development of subject-specific skills with the crucial development of AI literacy.

This isn't just a theoretical concept; it's a methodology I've successfully implemented in my own teaching. By actively involving AI in the learning process, I've seen students not only deepen their understanding of core subjects but also develop invaluable skills in prompt engineering, critical evaluation of AI outputs, and leveraging AI as a collaborative tool. It's about fostering a generation that can master both traditional academic disciplines and the cutting-edge technologies that will define their future.

The results have been transformative. My students are more engaged, their work is more innovative, and they are better prepared for a world where AI proficiency will be as fundamental as reading and writing. We've moved beyond the fear of AI-generated content to embrace a dynamic learning environment where human creativity and AI assistance work hand-in-hand.

Are you an educator struggling with how to navigate the complexities of AI in your classroom? Do you want to move beyond bans and embrace a forward-thinking approach that empowers your students and revitalizes your teaching?

If you're ready to transform your pedagogical approach and integrate AI seamlessly into your curriculum, I've developed a comprehensive course specifically designed for you. This isn't just a series of videos; it's a rich collection of supplementary materials, practical exercises, and actionable strategies that you can implement immediately.

Join me in shaping the future of education. Let's empower our students to thrive in an AI-driven world!
https://mynovamindworld.com/

Recently, a small group of us were having a conversation, and of course, the topic was AI. One of us remarked that they know they’re not good at resolving conflicts, so whenever they face a situation that feels difficult or uncomfortable, they ask ChatGPT to write a response. So far, this method has worked very well for them, because instead of constant confrontations, they’ve been able to cooperate more effectively, and things run much more smoothly.

At this point, our third conversation partner completely lost it, saying this was a huge lie: a person must take responsibility for themselves and their actions, and if they can’t communicate assertively, well, “that’s their problem.”

The discussion raised some fascinating moral questions:

Is a letter answered by ChatGPT a lie?

Are we deceiving our conversation partner or colleague by presenting a false, non-existent self-image?

Can trust be undermined?

Could this phenomenon cause widespread loss of trust, even at a societal level?

What will be the new definition of trust? Does this imply a different kind of critical thinking?

We already know that language models must be continuously monitored, and we also know they don’t work like any technology we’ve seen before. (Other technologies are exact; this is predictive.) But does this mean we’ll also need to “fact-check” each other? What do you think?

By the way, we had a conference on the topic of lies and trust this spring at the Veszprém Committee of the Hungarian Academy of Sciences. There were some really interesting talks:
https://www.youtube.com/watch?v=wO_2Rqj7tZk&t=2027s

https://www.youtube.com/watch?v=fR-mx9tCeDo&t=460s

https://www.youtube.com/watch?v=gobi7rGZ3ME&t=5916s

https://www.youtube.com/watch?v=1Vj9lsomORs&t=515s

And soon, I’ll also be giving a workshop on the theme of “cheating or not cheating” at Károli University:
https://ikt.kre.hu/oktatasinformatika2025/