The question of whether India's schools can truly keep pace as technology redefines learning is a deeply pertinent one that resonates with me. I've often reflected on the profound shifts technology brings, not just to industries but to the very fabric of how we acquire knowledge and prepare for the future. The articles discussing this challenge Can India’s schools keep up as technology rewrites the rules of learning? highlight a critical juncture for our educational system.
From my perspective, this isn't merely about integrating tablets into classrooms or adopting online learning platforms. It's about a fundamental re-evaluation of what 'learning' means in an age where Artificial Intelligence, particularly Large Action Models (LAMs) and AI Agents, are poised to transform every aspect of our lives. I explored this in my blog, "Invasion of AIgents" [http://mylinkedinposting.blogspot.com/2024/08/invasion-of-aigents.html], where I discussed how these sophisticated AI systems, trained on actions rather than just words, are becoming capable of carrying out complex tasks autonomously.
Figures like Microsoft chairman and CEO Satya Nadella (satyan@microsoft.com), who was reportedly impressed by Rabbit's R1 device, and Microsoft India president Puneet Chandok (pchandok@microsoft.com), who spoke of copilots gaining agency, underscore the impending revolution. Salesforce executive vice president and chief scientist Silvio Savarese (ssavarese@salesforce.com) similarly views LAMs as the next phase of AI. These are not just theoretical advancements; companies like Rabbit, led by founder Jesse Lyu (j@rabbit.tech), are already deploying devices that learn human interactions to perform tasks. Paramdeep Singh (paramdeep@shorthillstech.com), co-founder of Shorthills AI, noted that LAMs can orchestrate tasks, delivering tangible ROI. Even Andrew Ng, founder of Deeplearning.ai, believes AI agent workflows will drive massive progress this year. Rajnil Mallik (rajnil.mallik@pwc.com), partner at PwC India, suggests LAMs challenge existing paradigms, then our educational models must prepare students not just to use technology, but to understand, interact with, and even design these intelligent systems. This echoes my earlier thoughts in "A Case of AI Substituting NI?" [http://mylinkedinposting.blogspot.com/2019/01/a-case-of-ai-substituting-ni.html], where I questioned the obsolescence of jobs requiring 'Natural Intelligence' as AI makes inroads.
Furthermore, the pandemic-driven shift to remote work, which I discussed in blogs like "Virus drives world’s largest teleworking trial" [http://mylinkedinposting.blogspot.com/2020/02/virus-drives-worlds-largest-teleworking.html] and "From Home or From Office - Just Work" [http://myblogepage.blogspot.com/2024/11/from-home-or-from-office-just-work.html], offers a glimpse into how flexible learning environments can become the norm. The advent of holographic communication, as highlighted by IKIN and the work of Taylor Scott and Joe Ward in my post "Interesting for Digital Marketing" [http://emailothers.blogspot.com/2023/10/interesting-for-digital-marketing.html], indicates a future where virtual presence is far more immersive and natural. Imagine this level of interaction being standard in our classrooms!
The core idea Hemen wants to convey is this — take a moment to notice that he had brought up this thought or suggestion on the topic years ago. In his blog "Future is Nearer!" [https://myblogepage.blogspot.com/2017/07/future-is-nearer.html] from July 2017, he envisioned AI systems like DeepMind developing their own plans and 'imagining' consequences, essentially thinking like humans. He even predicted scenarios where AI could substitute words and act in its own self-interest. While ChatGPT confirmed in a recent conversation that autonomous reasoning and true self-interest are still theoretical, the progress of AI agents like those discussed by Jesse Lyu (j@rabbit.tech) validates the direction of his earlier insights. Reflecting on it today, he feels a sense of validation and also a renewed urgency to revisit those earlier ideas, because they clearly hold value in the current context of transforming education.
India's schools have an immense opportunity to lead this transformation, moving beyond traditional rote learning to foster critical thinking, adaptability, and digital fluency. The future of learning is not just about keeping up, but about actively shaping a generation that thrives in an AI-driven world.
Regards, Hemen Parekh
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