Bitkom is the trade association for the German information and telecommunications industry. On October 27, 2026, bit.com published the following press release regarding a survey:

“A poor grade on a test or essay—possibly assigned by AI instead of a teacher? One in five teachers uses AI to grade assignments and exams. According to their own reports, 7% of teachers have used AI for grading without verifying the results. Overall, 58% of teachers use artificial intelligence for educational purposes. These are the findings of a representative survey of 501 teachers at lower and upper secondary schools in Germany, commissioned by the digital industry association Bitkom.”

These figures indicate what happens when an AI strategy is implemented in schools without careful consideration. It starts off quite inconspicuously. A teacher creates a worksheet for a few students. They then have the solutions graded by an AI assistant. They’re happy that the AI is helping them with their dreaded routine work, which takes some of the burden off their shoulders. And the AI probably does a really good job of it. The teacher then thinks that they can hand over similar assignments to the AI right away, which will then develop them on its own and grade them independently for the respective students. And so it goes on. Later, the teacher will outsource tutoring for some of the more struggling students entirely to the AI. After all, the AI can do it better; by now, it has gathered so much information that it knows his students perfectly and creates assignments that are precisely tailored to the learning levels of the children in question. 

And this is where the issue with AI begins. Personal assistants are not simply a technical aid; through prompt requests and their dialogic approach, they become co-creators of the learning process. Gradually, this can shift the balance, as these assistants become closer to the students than the teachers are. They increasingly begin to take on the role of teachers, who in turn feel more and more redundant.

I advocate for a clear distinction between the roles of male creators and female creators when working with AI. Their different responsibilities must be clearly defined and documented. Otherwise, a process could easily emerge in which AI becomes increasingly qualified in terms of pedagogy, while human teachers simultaneously lose their qualifications. And that would mean that schools would be increasingly shaped by algorithms and technical qualifications, while the human aspect of educational processes would be increasingly neglected.