CEBU CITY, Philippines — As generative artificial intelligence (AI) rapidly reshapes industries, classrooms, and even human relationships, schools and parents in Cebu are being urged to make AI literacy a core part of learning.
With AI evolving at breakneck speed, schools can no longer afford to ignore the technology’s growing influence, said Peter Welch, newly installed superintendent of Cebu International School (CIS).
“What teams and parents agree on is that schools have to teach AI literacy. We have to,” Welch said.
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The CIS recently held a dialogue, AI: Friend or Foe? Navigating the new reality of Artificial Intelligence.
The event brought together over 150 parents, educators, students, and professionals in Cebu to better understand the opportunities and risks posed by AI as its use becomes increasingly widespread.
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During the one-hour forum, Welch provided real-world examples to illustrate AI’s wide-range of impact, particularly among students.
In his speech, the school exec described AI as a “game changer,” especially for schools whose core mission is centered on learning and human development.
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“AI is a game changer in a general sense, but particularly for schools, where school is all about how we learn,” Welch said. “AI offers different ways of learning and challenges normal ways of thinking.”
Students of today are preparing to enter a world already being reshaped by genAI, with industries and jobs evolving at an unprecedented pace, he noted.
“The world we’re preparing our young people to go into is being changed by AI. It’s important that schools engage and understand how AI helps learning and when it actually gets in the way,” said Welch.
According to Welch, generative AI offers significant advantages in the classroom, especially in helping personalize education.
It can support different learning styles by presenting lessons in formats best suited to students’ needs, whether through diagrams, videos, podcasts, or step-by-step explanations.
For educators, the technology, he said, can also help streamline lesson preparation, assessment, and administrative work, potentially giving teachers more time to focus on student engagement and the human side of teaching.
Still, Welch emphasized that genAI’s benefits come with serious concerns, and warned that excessive reliance on AI may weaken students’ capacity to think critically and solve problems independently.
“Real learning involves effort and struggle. Sometimes AI can improve the thought process, but sometimes it can stop people from thinking for themselves,” he said.
Welch also raised concerns about the broader social and emotional implications of AI, particularly for young people who are growing up in increasingly digital environments.
While AI can boost efficiency and productivity, schools must continue to nurture emotional intelligence, social connection, and human relationships.
“Learning is a social process in schools. We need to be together and to feel that sense of being together,” said Welch.
Given both the opportunities and risks, Welch reiterated that AI literacy should now be treated as an essential part of education.
“We have to. Whether we want to or not. When I came for the interview, I said to the faculty, AI is a game-changer. I didn’t say it’s a better game. It isn’t. But it’s a game, unfortunately, that we need to play as well as we can,” he pointed out.
Additionally, instead of treating AI solely as a form of academic dishonesty, schools should develop clear guidelines on when and how it can be used responsibly.
For their part, CIS is already working on policy frameworks and classroom guidelines with both staff and student committees.
“What we want is skill, insight, common sense, and the best tools together. That will build the best future,” Welch said.
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