The expansion of artificial intelligence has rendered the traditional model of education—centered on information transmission—structurally obsolete. When knowledge is instantly accessible and algorithmically curated, the comparative advantage of human instruction can no longer reside in content_ （36） . This does not imply the disappearance of schools, but it does necessitate a redefinition of their function. Education increasingly shifts toward the cultivation of meta-cognitive skills: critical evaluation, ethical reasoning, and the capacity to synthesize disparate forms of information. These competencies are not easily （37） , as they depend on contextual judgment and social interaction. Emerging models already reflect this transition. Blended learning environments integrate AI- driven personalization with human mentorship. Project-based curricula emphasize problem-solving over memorization. In such systems, the teacher’s role evolves from （38） to facilitator—less a source of knowledge than an architect of learning experiences. Predictions of fully automated education underestimate the social dimension of learning. Schools serve as sites of identity formation, collaboration, and conflict negotiation. These functions remain （39） to technological substitution. The future of education, therefore, is not a binary choice between human and machine, but a reconfiguration of their relationship. The challenge lies in leveraging （40） efficiency without eroding the human capacities that education ultimately seeks to cultivate.