Education After ChatGPT: Teaching The Human-AI Hybrid Team – Poets&Quants
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“Students graduating in two or three years will enter a world where the value of knowledge has shifted, where individual mastery matters as much as the ability to collaborate with intelligent systems,” writes EHL’s Ines Blal
In Fall 2024, I walked back into the classroom after twelve semesters in academic leadership at EHL, the world’s highest-ranked hospitality business school, known for weaving professional and academic education.
I was excited. I’ve always loved teaching. After years of shaping strategy from the top, I was eager to reconnect with students, ideas, and the energy of live learning. 
I expected some adjustments. The classroom I stepped into wasn’t the one I had left in 2016.
Something fundamental had shifted. My students weren’t just writing with AI, they were working with it. Quietly, privately, often poorly. They were building hybrid systems of thinking: part human, part machine…with little to no guidance.
And, I, former Dean, now back in the room, faced a growing, daunting realization: our educational structures (i.e., assignments, curricula, evaluations, classroom structures, and dynamics) weren’t keeping up.
And after a full semester of observing and interacting, the shift became undeniable. This is no longer about integrating a tool. That ship has sailed, at a speed that is hard to fathom.
We have entered the age of education in Singularity (Kurweil, 2005). The central question is no longer how students learn, but how their hybrid teams of humans and AI perform. The learner is now a system, a human-AI team. At the center is a human with AI tools orbiting around them. And it’s time to revise our century-old pedagogical unit of analysis from the human learner to the system they co-create.
In June 2025, Sam Altman, CEO of OpenAI, published a blog post titled The Gentle Singularity. His message was clear: humanity is “close to building digital superintelligence.”
Today’s systems, he writes, are already “smarter than people in many ways” and “able to significantly amplify the output of people using them.” Expertise, he notes, will still matter, but only for those who embrace these tools.
This has radical implications for education. Students graduating in two or three years will enter a world where the value of knowledge has shifted, where individual mastery matters as much as the ability to collaborate with intelligent systems.
And yet, we still assess students as if they work alone. We ask them to cite ChatGPT like it’s a book, even when their ideas and the machine’s are already fused. We design assignments to detect “cheating,” when what we’re actually seeing is early-stage human-AI collaboration, which is raw, messy, and mostly unsupported.
Dr. Inès Blal is an associate professor and former dean at EHL in Lausanne, Switzerland. She is co-director of the EHL Institute for Nutrition R&D.
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