At an unprecedented pace, generative AI is now disrupting traditional ways of acquiring knowledge. Against this backdrop, the underlying logic of education is undergoing a profound shift. At the summit, Mr Hsu posed a resounding fundamental question: "If AI can answer everything, why do we still need to learn?"

He believes that the core functions of education are undergoing profound transformations in three dimensions: shifting from transmitting knowledge to cultivating judgement; moving from standardized training to self-discovery; and transitioning from short-term understanding to life-long learning.

Using the Future School project at YWIES Zhejiang Tongxiang as an example, Mr Hsu elaborated on how YCYW encourages and guides students to continuously interact with the world, and in the process, gradually develop a genuine understanding of themselves and society as they grow. "At YCYW, we remain steadfast in our commitment to holistic education. We focus not only on what students can do, but more importantly, on the kind of people they can become."

He specifically mentioned a 2026 graduate who had been studying at YCYW schools since early childhood and was ultimately admitted to both Harvard University and Stanford University for environmental engineering. This achievement was not only an academic success, but also the result of holistic education—evolving from campus environmental initiatives to community practice, and ultimately to deciding a lifelong goal.

When discussing the impact of AI on teaching models, Mr Hsu clearly pointed out that the greatest change brought by AI in the classroom lies in who is guiding the learning. He proposed that the role of teachers must transition from traditional lecturers to three new roles: Learning Designers; Learning Mentors and Companions; and Guides for Values and Direction—roles that AI cannot replace.

“AI can improve the efficiency of education, but nurturing individuals must always be accomplished by teachers," Mr Hsu emphasised. "In human-AI collaboration, AI is responsible for efficiency and scale, while teachers are responsible for meaning and humanity.”

Mr Hsu, as a representative of an education network operating across both the Chinese mainland and Hong Kong SAR, offered unique insights into the "AI+Education" synergy between the two regions. He noted that the Chinese mainland is advancing rapidly in AI education applications, achieving immense scale and diverse scenarios, while Hong Kong SAR is more developed in aligning its curriculum with international standards and establishing ethical norms. "We see this difference not as a gap, but as a complementary dynamic," he said.

To this end, Mr Hsu proposed three priority areas for collaboration: curriculum co-development, thereby integrating the Chinese mainland's AI general education experience with Hong Kong SAR's international curriculum; teacher exchanges, enabling frontline educators to learn from one another through real teaching cases; and student project-based learning, promoting cross-regional collaboration among students to solve real-world issues such as sustainable development.

Mr Hsu revealed that YCYW is now systematically advancing its "AI Reading Companion" project, positioning AI as a learning partner rather than a replacement tool. The goal is to improve the students' questioning skills and their critical thinking.

On the same day as the event, Mr Hsu also granted an exclusive interview to Caixin, systematically analysing the impact of AI on education and the core AI literacy required for future talents.

Mr Hsu said that cultivating AI literacy goes beyond technical understanding; it should also emphasise five core human skills: the ability to ask questions; critical thinking; cross-cultural understanding; creativity; and a sense of responsibility. He specifically noted that YCYW’s establishment of its Safeguarding and Inclusion Division has been designed to ensure that students possess discernment and responsibility in the digital world amid challenges such as algorithmic fairness and digital addiction. As a result, technology will be a catalyst for personal growth rather than a hindrance.

"In the future, what truly matters is not merely those who can use tools, but those who can ask questions, think independently, collaborate with others, and take responsibility," Mr Hsu concluded. “AI should not be seen as a shortcut, but rather as a catalyst to help students navigate their growth process. The true meaning of education has never been only about finding answers, but about understanding the world, establishing one's identity, and serving society through continuous exploration."