[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-642910-105":59,"doc-detail-642910-en":126},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":119,"head_meta":121,"extra_data":123,"updated_unix":125},105,"en","beyond-pattern-matching-nurturing-the-human-intelligence-ai-cannot-replace","Beyond pattern matching - Nurturing the human intelligence AI cannot replace","","A keynote presentation exploring how AI intersects with education and human intelligence, focusing on the question of whether learners are prepared to thrive with AI or pushed into dependency. It reviews evidence from student surveys on assessment understanding, adoption patterns, and risks of unmanaged “shadow AI,” while noting gaps in teacher training and organizational policy. It also highlights unequal AI uptake across subjects and the cognitive impacts found in research.",{"@graph":69,"@context":118},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/beyond-pattern-matching-nurturing-the-human-intelligence-ai-cannot-replace/642910/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/beyond-pattern-matching-nurturing-the-human-intelligence-ai-cannot-replace/642910.png","ImageObject",300,407,{"name":92,"@type":93},"Mia  ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-24","2026-10-23",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the presentation claim the real risk is unmanaged AI rather than AI itself?","Question",{"text":112,"@type":113},"It argues risk stems from how AI enters schools and workplaces through staff or students without approval, creating “shadow AI.” It also notes limited teacher training and incomplete policy coverage among executives.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the document describe equity in AI adoption across subjects and groups?",{"text":117,"@type":113},"AI adoption is presented as uneven, with mathematical and computing subjects showing higher adoption than creative arts, humanities, and language/area studies. The document further states that adding gender, ethnicity, and socio-economic status can compound these gaps.","https://schema.org",{"og:url":83,"og:type":120,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":122,"canonical":83},"index,follow",{"doc_id":124,"site_id":62},642910,1792857544,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":92,"user_avatar":129,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":135,"language":136,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":67,"update_tm":140,"read_time":141},687207024478,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Beyond pattern matching: Nurturing the human intelligence AI cannot replace  \nProf. Rose Luckin CBE  \nProfessor Emerita UCL  \nCEO & Founder EVR Ltd  \nFor all your AI needs: we help you realise the opportunity of AI  \nToday, we will explore:  \n1. The profound question we face: AI and Education: where are we?  \n2. What is Human Intelligence?  \n3. How do we enhance Human Intelligence through AI  \n4. Closing Thoughts.  \n“Learn Fast Act More Slowly”  \nKey Question  \nAre we preparing learners to thrive with AI, or are we inadvertently creating dependency on AI?  \nCambridge Schools Conference, UK · 15 to 16 July 2026 · Licensed under CC BY-NC-ND 4.0  \nWhat is the data telling us about AI and Learning?  \nCambridge Schools Conference, UK · 15 to 16 July 2026 · Licensed under CC BY-NC-ND 4.0  \nThe visible gap  \nA national UK student survey, March 2026  \nGenerative AI did not create the gap between submitting work and understanding it. It made that gap impossible to ignore.  \n47%  \nworry their grades do not reflect what they actually know.  \nWonkhe (2026), Trained to Stop Learning. Survey of 1,055 UK students across 52 providers.  \n38%  \nadmit submitting work they could not fully explain.  \nCambridge Schools Conference, UK · 15 to 16 July 2026 · Licensed under CC BY-NC-ND 4.0  \nThe real risk is not AI; it is unmanaged AI  \nStudent adoption  \nMore than nine in ten UK students now use AI tools, up from two-thirds just one year earlier.  \nTeacher preparedness  \n67% of US teachers received no AI training last year (Gallup, 2025) . Only 25% were taught what AI actually is.  \nPolicy and governance  \nOnly 44% of executives report that their organisation has an AI policy, up from 10% in 2023. More than one in four companies have no policy and no plans for one (Littler, 2025) .  \nShadow AI  \nThe majority of AI tools entering schools and workplaces are brought in by staff or students without employer knowledge or approval (Microsoft Work Trend Index) .  \nThe global policy response has been fragmented  \nTechnology companies operate globally. Policy does not.  \nUsers are not waiting for researchers to tell them something is wrong  \nGanguli et al. (2026), Anthropic Claude User Survey: Hopes and Concerns About AI. 80,508 respondents, 159 countries, 70 languages.  \nCambridge Schools Conference, UK · 15 to 16 July 2026 · Licensed under CC BY-NC-ND 4.0  \nE q u i t y , w h o b e n e f i t s ?  \nAI adoption is not evenly distributed across subjects.  \nAggregate adoption: 60.6 per cent. Subject-level adoption tells a different story.  \nAbove the 6 0 . 6 % average  \nMathematical Sciences 77.8%  \nComputing 75.3%  \nPhysical Sciences 72.9%  \nEngineering and Tech 70.0%  \nBusiness and Management 67.7%  \nBelow the 6 0 . 6 % average  \nCreative Arts and Design 46.4%  \nHumanities and Liberal Arts 41.6%  \nLanguage and Area Studies 36.8%  \nAdd gender, ethnicity and socio-economic status, and the gaps compound.  \nMorgan et al., PAQ Wave 1, n=5,500 incoming undergraduates, September 2025.  \nCambridge Schools Conference, UK · 15 to 16 July 2026 · Licensed under CC BY-NC-ND 4.0  \nThe cognitive concern, in evidence  \nWe are right to ask the question. The early evidence does point to a real risk, but also to a real path through it.  \nBastani et al. (2025), PNAS  \nStudents who practised with a general-purpose AI chatbot scored 17 per cent lower on closedbook assessments than peers without AI access.  \nStadler, Bannert and Sailer (2024), Computers in Human Behavior  \nStudents using a chatbot produced lower-quality reasoning and argumentation, with measurably reduced mental effort, compared to peers using a search engine.  \nKosmyna et al. (2025), MIT preprint  \nReduced brain activity and weaker recall in students using AI for essay writing, with the effect persisting after the tool was removed.  \nCambridge Schools Conference, UK · 15 to 16 July 2026 · Licensed under CC BY-NC-ND 4.0  \nWhat is AI and how does it impact on education?","cbCaijKcDeZ4BRSi","https://ap.wps.com/l/cbCaijKcDeZ4BRSi","pdf",5075087,48,"English","# AI and Education: where are we?\n# What is Human Intelligence?\n# Enhancing Human Intelligence through AI\n## The visible gap: data on AI and learning\n## The real risk is not AI; it is unmanaged AI\n## Equity: who benefits?\n## The cognitive concern, in evidence\n# Closing Thoughts","[{\"question\":\"Why does the presentation claim the real risk is unmanaged AI rather than AI itself?\",\"answer\":\"It argues risk stems from how AI enters schools and workplaces through staff or students without approval, creating “shadow AI.” It also notes limited teacher training and incomplete policy coverage among executives.\"},{\"question\":\"How does the document describe equity in AI adoption across subjects and groups?\",\"answer\":\"AI adoption is presented as uneven, with mathematical and computing subjects showing higher adoption than creative arts, humanities, and language/area studies. The document further states that adding gender, ethnicity, and socio-economic status can compound these gaps.\"}]","Beyond pattern matching - Nurturing the human intelligence AI cannot replace | PDF",1792723212,121]