A new skill set for moving toward an uncertain future

In this era of constant disruption, the core question is no longer what technology can do, but how the role of teachers will be redefined and what skills must be equipped for future generations so they can proactively adapt and develop sustainably.

The context of a digital society

Today, the concept of a “digital citizen” goes beyond the ability to use electronic devices or the internet proficiently. It requires individuals to possess digital thinking skills, the ability to understand and manipulate data, as well as a sense of responsibility and ethical behaviour in cyberspace. For Gen Z and Gen Alpha, technology is an extension of themselves rather than merely a supporting tool. However, the availability of information does not equate to the availability of knowledge or wisdom.

We are living in an increasingly complex world summarised by the acronym VUCA — Volatility, Uncertainty, Complexity and Ambiguity. This reality demands that education can no longer maintain the “knowledge transfer” model of pouring information into students, but must instead focus on “igniting human potential.” This transformation requires a shift in mindset, in which general education serves as a launching pad to help students develop the capacity to master technology, rather than allowing technology to master them.

A shift in roles

The integration of AI into education often raises concerns that machines will replace humans, particularly teachers. However, the position of teachers is not diminishing; on the contrary, it is being elevated as they are freed from technical, administrative and repetitive tasks. Teachers are shifting from the role of “lecturer” or “information provider” to more strategic roles.

First, teachers become “Learning Experience Designers.” Instead of delivering one-way lectures, they design personalised learning pathways where AI acts as a private tutor supporting each student at their own pace. This enables teachers to devote more time to designing deeper learning activities.

Second, teachers serve as “Emotional Intelligence Coaches.” In the digital world, where face-to-face interaction is declining, a teacher’s ability to empathise, build emotional connections and provide moral guidance becomes invaluable. AI does not have a heart; it cannot feel love, express genuine attitudes or inspire aspiration. Only teachers can ignite passion, nurture character and help students navigate psychological and lifestyle challenges.

Third, teachers act as “Ethics Guardians” and “AI Orchestrators.” In the AI era, teacher competencies must be built upon three pillars: Pedagogical Competence, Technological Competence and Ethical Competence. Teachers must ensure that AI is used ethically, fairly and without bias, while safeguarding students’ privacy. They must teach students to use AI tools proactively, independently and responsibly, with high ethical standards — transforming students into masters of technology rather than passive repeaters of AI-generated perspectives.

Indicators for the future

To move toward a rapidly changing future, young people must be equipped with a new skill set that goes beyond traditional academic subjects. This may include the following core competencies: Complex Thinking and Problem Solving. If traditional education emphasises memorisation, in the AI era the ability to process information becomes far more important. AI can provide data, but humans must analyse, synthesise and generate solutions to complex problems. Schools should become “Dynamic Simulation Labs,” where students interact with real-world systems in real time. This helps cultivate adaptability and critical thinking — skills that machines cannot fully replace.

Next, modern digital citizens must possess AI Literacy — the ability to understand AI and recognise its limitations. Teachers must help students not only learn how to use tools (such as ChatGPT and AI-based image/video editing tools), but also understand their basic operating principles, identify their limitations and risks (such as AI hallucinations), and critically evaluate AI-generated suggestions based on their own ethical values. This is a “survival skill” in an endless ocean of information.

As AI increasingly performs repetitive tasks, human value lies in unique creativity and the ability to connect knowledge across disciplines — Creativity and Interdisciplinary Connection. Assessment systems must shift from “testing memory” to “measuring creativity,” where students combine mathematics, history and the arts to solve new challenges. General education should encourage multidimensional thinking, enabling students to see connections among subjects rather than learning them in isolation.

Finally — and most importantly — are the human qualities that define us: compassion, love, cooperation, communication skills and professional ethics — collectively known as Human-Centric Skills. As the virtual world expands, authentic human connections become more precious than ever. Education must focus on teaching students how to work in teams, listen actively and empathise — essential elements for maintaining social stability and mental well-being.

In conclusion, the emergence of AI in the digital era does not mark the end of the teaching profession, but rather the beginning of a promising new chapter. This journey requires close collaboration among schools, families and society. Only by placing humans at the center and using AI as an ally can we build a sustainable education system for the future.