In his article, Ivo Visak critiques the effectiveness of after-school programs in addressing the challenges that artificial intelligence (AI) presents to the educational sector. He argues that the aim of incorporating technology into learning environments should not be to foster a dependency on it among young people. Instead, he believes that the focus should be on providing teachers, schools, and the government with a framework that allows them to maintain fundamental skills while setting boundaries that mitigate risks associated with AI usage. This structured approach is crucial to ensure that technology genuinely enhances the learning experience rather than detracting from it.

Visak also highlights concerns regarding the quality of education amidst growing technological enthusiasm. He reflects on the insights from Jan Willemson's comments, which raise pertinent questions about educational quality, student data privacy, the role of teachers, and Estonia's digital sovereignty. He warns against moving forward with initiatives solely driven by the excitement surrounding technology. He stresses the importance of recognizing the current state of schools and the necessity to adapt to the presence of AI in learning environments proactively, rather than defensively addressing issues as they arise.

He concludes by asserting that the presence of AI in education is already a reality, with devices being widely used amongst students, such as smartphones, smartwatches, and laptops. The challenge now is not about whether AI should enter schools; it is about ensuring that schools and the government can manage this transition effectively. Visak argues for a significant, structured approach to this issue, rather than a limited pilot initiative, advocating for a comprehensive strategy to harness the potential of AI while safeguarding students' educational integrity.