{"id":18841,"date":"2026-02-13T14:22:36","date_gmt":"2026-02-13T14:22:36","guid":{"rendered":"https:\/\/www.schoolnewsvicenza.h-farm.com\/?p=18841"},"modified":"2026-02-13T14:22:37","modified_gmt":"2026-02-13T14:22:37","slug":"teaching-the-skills-ai-cant-replace","status":"publish","type":"post","link":"https:\/\/www.schoolnewsvicenza.h-farm.com\/it\/teaching-the-skills-ai-cant-replace\/","title":{"rendered":"Teaching the skills AI can\u2019t replace"},"content":{"rendered":"

Last night, your child might have been stuck.<\/p>\n\n\n\n

Not because the work was too hard, and not because they didn’t know enough.<\/p>\n\n\n\n

But because they didn\u2019t know where to begin.<\/p>\n\n\n\n

Which idea to choose. How to shape it. Whether to keep going or think about giving up.<\/p>\n\n\n\n

If you\u2019re a parent, you\u2019ll recognise that pause. The uncertainty. The unspoken question: \u201cCan they work this out on their own?\u201d<\/em><\/p>\n\n\n\n

They\u2019re moments many parents quietly notice, because they hint at whether a child feels confident in their own judgement.<\/p>\n\n\n

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A question that\u2019s becoming harder to ignore<\/h2>\n\n\n\n

Today, answers are everywhere.<\/p>\n\n\n\n

AI can explain, summarise, translate, and suggest in seconds. And at a speed that no one can match.<\/p>\n\n\n\n

But many parents are sensing something deeper: “If answers come too quickly, will my child still learn how to think for themselves?”<\/em><\/p>\n\n\n\n

Research shows that while AI can support learning, relying on it too early \u2014 or too often \u2014 can weaken something essential: the ability to wrestle with uncertainty, to make decisions, and to persist when things don\u2019t work the first time.<\/p>\n\n\n\n

At the same time, employers are clear about what still matters most. The World Economic Forum highlights analytical thinking, creativity, adaptability, and lifelong learning as essential skills for the future \u2014 with nearly 40% of today\u2019s core skills expected to change by 2030<\/strong>.<\/p>\n\n\n\n

So, the challenge isn\u2019t whether children should use technology. It\u2019s whether they can still think for themselves, without relying on it.<\/p>\n\n\n

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What happens when thinking is taught deliberately?<\/h2>\n\n\n\n

Over two years, Nord Anglia partnered with Boston College to explore a simple but powerful question:<\/p>\n\n\n\n

“What happens when children are explicitly taught how to think<\/em>, not just what to learn?”<\/em><\/p>\n\n\n\n

The difference showed up in everyday classroom practice.<\/p>\n\n\n\n

Across more than 12,000 Nord Anglia students in 27 schools and 20 countries, teachers embedded simple \u201cthinking routines<\/a>\u201d into daily learning. These routines encouraged students to pause, reflect, and explain how they were thinking, rather than rushing to an answer.<\/p>\n\n\n\n

One routine, See, Think, Wonder<\/strong>, invites students to ask:<\/p>\n\n\n\n