To prepare for a future of human-AI collaboration, technology adoption is not enough. Leaders must actively build AI fluency within their teams by personally engaging with the tools. This hands-on approach models curiosity and confidence, creating a culture where it's safe to experiment, learn, and even fail with new technology.

CMO Laura Kneebush argues that trying to "get good at AI" is futile because it evolves too quickly. Instead, leaders should focus on building organizations that are "good in a world that's going to constantly change," treating AI as one part of a continuous learning culture.

Working with generative AI is not a seamless experience; it's often frustrating. Instead of seeing this as a failure of the tool, reframe it as a sign that you're pushing boundaries and learning. The pain of debugging loops or getting the right output is an indicator that you are actively moving out of your comfort zone.

Due to a lack of conclusive research on AI's learning benefits, a top-down mandate is risky. Instead, AI analyst Johan Falk advises letting interested teachers experiment and discover what works for their specific students and classroom contexts.

To effectively learn AI, one must make a conscious mindset shift. This involves consistently attempting to solve problems with AI first, even small ones. This discipline integrates the tool into daily workflows and builds practical expertise faster than sporadic, large-scale projects.

The pace of change in AI means even senior leaders must adopt a learner's mindset. Humility is teachability, and teachability is survivability. Successful leaders are willing to learn from junior colleagues, take basic courses, and admit they don't know everything, which is crucial when there is no established blueprint.

Overcoming teacher reluctance to adopt AI starts with a small, tangible benefit. The simple goal of saving five minutes a day encourages practical, hands-on use, which builds comfort and reveals AI's utility, naturally leading to deeper, more pedagogical exploration.

ASU's president argues that if an AI can answer an assignment, the assignment has failed. The educator's role must evolve to use AI to 'up the game,' forcing students to ask more sophisticated questions, making the quality of the query—not the synthesized answer—the hallmark of learning.

In an age where AI can produce passable work, an educator's primary role shifts. Instead of focusing solely on the mechanics of a skill like writing, the more crucial and AI-proof job is to inspire students and convince them of the intrinsic value of learning that skill for themselves.