The introduction of artificial intelligence textbooks and neural interfaces in schools does not mean that education will immediately improve. This article examines which technologies are already being implemented in schools and how this raises new ethical questions.

One of the main challenges for education in 2025 will be the gap between the school curriculum and the skills needed in the labor market. A report from the Graduate School of Economics identifies this as one of the main issues in global education policy. Countries are updating curricula, strengthening career guidance and introducing artificial intelligence to children earlier, but the readiness of schools and teachers to use it remains uncertain.

Against this background, the educational technology market is growing. According to Grand View Research, the global education technology market was worth $187 billion in 2025 and could grow to $437.5 billion by 2033. Analysts point to personalized learning and artificial intelligence tools in teaching as drivers, i.e. solutions that help tailor learning to the student’s level and partially ease the teacher’s burden.

Artificial intelligence literacy and artificial teachers of reason

The HSE report identified artificial intelligence as one of the main trends in education policy, but countries implement it in different ways.

The United States is betting on market partnerships and early introduction of artificial intelligence to schoolchildren.

China focuses on centralized implementation of curricula and school management.

However, the integration of artificial intelligence in schools does not mean simply replacing textbooks with algorithms. This was demonstrated by the experience of South Korea, which in 2023 was one of the first to start experimenting with artificial intelligence textbooks. However, in 2025 the reform was reversed and the materials were reclassified from mandatory to optional. The project was criticized for bugs, technical glitches, data security risks, and increased teacher workloads. After that, the share of schools using such textbooks decreased from 37% to 19%.

Therefore, a more sustainable model is one where artificial intelligence is introduced not as a textbook replacement, but as a new skill. In 2025, Estonia launched an AI Leap pilot program for high school students and teachers. Students were provided with an application adapted for Estonian schools. it does not provide a ready answer, but it helps to divide the problem into steps and formulate a conclusion. At the same time, a national support program was developed for teachers, access to ChatGPT and Gemini was provided, and professional communities were created to discuss how to use artificial intelligence in the classroom.

Meanwhile, Oak National Academy in the UK is developing the Aila artificial intelligence assistant. It helps students create lessons, assignments, tests or presentations in minutes and adapt materials to a specific lesson.

VR simulations and robots

VR is often used in schools as a simulator for situations that are difficult or expensive to replicate in the classroom. In Russia, VR chemistry labs are opening for experiments with dangerous or expensive materials, and in Mordovia, VR rooms are being used for career guidance through engaging simulations. At the same time, a market for off-the-shelf solutions is developing, from on-site classes to apps for home VR headsets.

But if VR transports students into a virtual environment, the next experimental step is to add physical artificial intelligence to the classroom. The Salamanca school district (New York, USA) has developed a pilot project with a humanoid robot named “Sally” that communicates in 100 languages, imitates facial expressions and movements. The project is scheduled to start in the summer of 2026. The AI-powered robot will be accessible to students 24/7 via a secure website.

But the most interesting example to date is that of Altus, a private school in San Diego. In 2026, the school purchased two Ameca humanoid robots for $500,000 and claimed to be the first school in the world to explore artificial intelligence robots as educational “partners”. But the very first lessons revealed how crude the technology remains. the robot interrupted the students, spoke too fast, required repetition, and was most often described by the children themselves as “creepy”.

A robot in the classroom can engage students, help with language, navigate assignments or career guidance. But if it doesn’t do something that can’t be done more cheaply and easily by an AI service, teacher, or tutor, then its value remains questionable. The same goes for VR. technology makes sense when it provides an experience not available in a regular classroom, but without that purpose it becomes an amusement park attraction and a robot an expensive attraction.

Neurotechnology

Traditional career orientation tests reveal how students think about themselves; what subjects they like, how they imagine themselves, which professions they consider prestigious. However, teenagers do not always objectively assess their strengths, and their answers depend on mood, parental expectations, or the desire to choose the “right” option. In an attempt to solve this problem, a neurotechnology-based tool has been developed that transmits data on responses to various types of tasks and appropriate formats of learning information.

The system monitors brain activity using EEG sensors and determines reaction speed and focus. Based on this data, a profile of the student’s cognitive characteristics is created, which allows them to recommend the most suitable professions.

Neurofeedback and biofeedback

Feedback technologies are used to manage attention, stress, and self-regulation. If the system monitors body parameters such as heart rate or respiration, this is called biofeedback or biofeedback. If the data comes from EEG sensors and shows brain activity, this is called neurofeedback.

Such technologies are used, for example, for self-regulation of children with attention deficit hyperactivity disorder (ADHD). In the American app Mightier, a child plays with a Bluetooth heart rate monitor. As excitement increases, the game becomes more challenging and offers self-regulation techniques. This teaches the child to notice his condition and work with it.

The possibility of analyzing students’ face, voice or behavior patterns directly during lessons is also being discussed. BrainCo EEG headsets were tested in China back in 2019, transmitting concentration data to teachers and parents. In theory, such technologies help detect fatigue, overload, or loss of engagement early. But after a public outcry, the school was forced to abandon the devices. Parents questioned the need to monitor student progress throughout the school day. They saw it as too much pressure on their children and also noted that fatigue or loss of focus should not automatically be attributed to disciplinary problems.

For now, such initiatives raise questions. who collects the data and where is the line between helping the child and being overly controlling. However, it is possible that such technologies will improve and become as widespread a part of the educational process as computers.

Is it artificial? intelligence will replace teachers

For the Alpha generation, technology is ingrained in everyday life. However, the habit of using chatbots and other services is not equivalent to the ability to learn with them. In the report of the International Association for the Assessment of Educational Achievements, the concept of “digital natives” was called controversial. Yes, students are using technology more and more, but that doesn’t mean they are able to critically evaluate information and understand how algorithms work.

Therefore, the question is not who will master the new service faster. In UNESCO reports on artificial intelligence literacy for schoolchildren and teachers, experts write that students need not only AI skills, but also an understanding of the ethics, limitations and principles of operation of these systems, while teachers need the ability to build learning around the teacher-AI-student connection.

As for neural interfaces, data on attention, fatigue, or cognitive load are useful if they help children understand themselves better, but dangerous if they become a form of academic assessment or a constant monitoring tool. Therefore, the future of schools does not depend on the number of artificial intelligence services, VR headsets and sensors, but on the rules of their use.

The future of school education in Armenia․ how will the classes change?n: in the age of artificial intelligence

Artificial intelligence, virtual reality and digital tools are gradually entering the educational system of Armenia. Although the country is still far from deploying robot teachers or neural interfaces in schools, AI tools, programming, robotics and drone training programs are already being tested in schools and educational centers. Experts, however, point out that technology itself does not improve education if it is not accompanied by teacher training and curriculum revision.

Artificial intelligence is entering the classroom

In schools in Armenia, ChatGPT, Gemini and other AI tools are already being used by students and teachers, but mostly on individual initiative. They help prepare lessons, find information, create tests, and complete homework.

At the same time, there is still no unified national strategy that would define how AI should be used in schools, what skills should be developed, and how to prevent misuse.

According to experts, in the coming years schools will be more in demand not to get an answer from AI, but the ability to work with it correctly: formulating questions, checking results, critically evaluating information.

From programming to drones

In recent years, a lot of attention has been paid to technological education in Armenia. In schools and after-school centers, children learn programming, robotics, 3D modeling, drone control, and the basics of artificial intelligence.

Both state and private initiatives are active in this field. Their purpose is not only to prepare future programmers, but also to develop logical thinking, problem solving and teamwork skills in children.

Will textbooks change?

AI-powered digital textbooks that adapt to each student’s level of knowledge are already being tested around the world.

Such solutions are not yet widely used in Armenia, but the process of digitalization of education has already begun. E-learning materials, online platforms and interactive classes are playing an increasingly important role.

Experts say that in the future, the textbook can turn into a digital assistant that not only presents the material, but also offers individual tasks and monitors the student’s progress.

VR and AR technologies

Virtual and augmented reality technologies can enable schoolchildren to “visit” historical sites, study the human body, or perform chemical experiments without the need for a laboratory.

In Armenia, such solutions are still mainly used in separate educational programs and technology centers, but experts believe that in the coming years they may gradually appear in schools as well.

New technologies, new questions

The use of AI and other technologies in education also raises ethical questions. How much data can a school collect about students? How to protect children’s personal data? How do we prevent AI from becoming just a way to get ready answers instead of learning?

According to experts, it is important for Armenia not only to introduce new technologies, but also to develop clear rules for their use.

SIRARPI AGHABABYAN

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