#Teachers

A journalism educator’s recent firsthand account published in Business Insider is drawing new interest to the practical benefits and cautious optimism surrounding artificial intelligence (AI) in classrooms, offering a thoughtful look at how digital tools like ChatGPT can empower teachers while highlighting irreplaceable human aspects of education. The story, based on the experiences of a media ethics and English teacher in the United States, is sparking conversations among Thailand’s educators and policymakers on how best to harness AI’s potential for Thai schools and learners (Business Insider).

A recent Business Insider feature examines a US journalism educator’s careful, practical view of bringing AI into the classroom. The piece highlights how AI can save prep time and tailor learning, while underscoring that empathy, judgment, and genuine teacher-student connection remain irreplaceable. Thai educators see this as a reminder that AI should support, not replace, effective teaching.

The author, who has taught primary and secondary students, began with skepticism toward tools like ChatGPT. Common concerns—plagiarism, ethics, and overreliance on technology—mirror debates in Thai schools. Over time, she discovered that AI could ease lesson planning, tutoring, and curriculum adaptation, allowing teachers to invest more energy in mentoring students.

A recent analysis challenges the growing emphasis on “brain-based learning” in education, arguing that observable student behavior remains the definitive sign of learning – not neural imaging or neuroscience theories. As Thai schools increasingly adopt neuroscience language and training, the research offers a timely reminder that practical, classroom-based observation is the foundation of good teaching and sound assessment. This perspective, recently articulated in Psychology Today by an experienced cognitive science educator, reinforces a classic principle: it is performance, not pathology, that shows whether students are truly learning (Psychology Today).

A new analysis argues that observing what students do in the classroom remains the best evidence of learning, not brain scans or neuroscience theories. As Thai schools increasingly adopt neuroscience language in professional development, this reminder highlights the enduring value of practical, classroom-based observation for effective teaching and fair assessment. The message, circulating in education discussions, reinforces a simple truth: performance shows learning, not pathology.

The piece appears amid a global rise in neuro-education programs and workshops. In Thailand, many professional development courses reference neuroscience, prompting teachers to consider concepts like prefrontal cortex activity or mirror neurons. Yet the analysis warns that neuroscience benefits teaching only when it translates into observable student outcomes—such as explaining a concept, completing assignments, or contributing to class discussions.