Prof Ben Leong of the National University of Singapore explores how AI can transform education through competency-based learning, emphasising pedagogy-first design, personalised practice, and the cultivation of empathy, critical thinking, and communication.
The rapid integration of artificial intelligence across all levels of global schooling systems offers immense potential, but also introduces significant risks to traditional learning structures. In his keynote presentation titled ‘Achieving Competency-Based Learning with LLMs,’ Professor Ben Leong of the National University of Singapore, and former Director of the Experimental Systems and Technology Laboratory at the Ministry of Education (MOE), Singapore, challenged the current perception of AI as a mere efficiency tool for students and teachers. Instead, he proposed a framework where AI acts as a sophisticated partner in pedagogical development and skill acquisition. This shift requires a deep understanding of both the technical capabilities and the human psychological response to automation. Professor Leong emphasised that the educational community stands at a critical crossroads regarding technological adoption. A collaborative international dialogue is necessary to navigate these changes effectively and ethically.
Professor Leong addressed the ‘AI Trap,’ which refers to the unintended consequences of digital over-reliance. He cited recent 2025 research from MIT indicating that excessive digital tool usage can actually hinder student achievement. Data from the Organisation for Economic Co-operation and Development (OECD) was also presented to show a correlation between high digital consumption and a decline in mathematical proficiency. He addressed the issue of ‘cognitive offloading,’ where students use AI to bypass the essential mental labour required for deep learning. This phenomenon risks creating a generation that remains on the ‘wrong side of the skill curve’ compared to large language models. If students only use AI to generate outputs without understanding the underlying logic, their own writing and thinking skills will decline. Professor Leong illustrated this with a continuum showing that many students currently perform below the baseline of what advanced AI systems can achieve, and this disparity creates a significant challenge for educators who must ensure that students remain competitive and capable. Singapore has already responded to these concerns by implementing strict bans on mobile phone usage in K-12 classrooms. The core problem is not the technology itself but the way it encourages a passive rather than an active learning experience.
To address these systemic issues, Professor Leong advocated for a ‘pedagogy-first’ approach to AI development. He introduced the ‘ScholAIstic’ platform as a specialised tool designed to prioritise educational outcomes over mere technological flair. Unlike generic AI, this platform allows teachers to customise the personality and knowledge base of digital assistants. These AI ‘personas’ are grounded in specific course materials and assessment rubrics to ensure relevance and rigour. The platform aims to facilitate formative practice, which is the iterative process of learning through trial and error. The system helps students identify their weaknesses in real-time by providing consistent and immediate feedback, which transforms the AI from a simple answering machine into a rigorous tutor that challenges students’ assumptions. He also emphasised that the focus must remain on the cognitive development of the human learner at all times. Such specialised tools allow for a level of personalisation that was previously impossible in large-scale educational settings.
This technological solution seeks to reclaim the educational process by aligning AI capabilities with proven teaching methodologies. The practical utility of the ScholAIstic platform was demonstrated through several innovative simulation scenarios across diverse fields. For instance, nursing students use ‘patient bots’ to practice bedside manners and deliver difficult medical news with empathy. Law students engage with ‘courtroom bots’ to refine their cross-examination techniques and respond to unexpected legal arguments. A particularly unique application is the ‘parent bot’ designed to train new teachers in de-escalating tense school confrontations. These simulations provide a safe and controlled environment where students can fail without real-world consequences. It allows for high-frequency, deliberate practice that would be logistically impossible to organise with human actors. Each interaction is recorded and analysed by the system to provide the student with actionable insights for improvement. The automation of the interlocutor role has allowed universities to offer complex role-playing exercises to entire cohorts simultaneously. Professor Leong highlighted that these tools are particularly effective for developing soft skills that are often neglected in technical curricula. The successful implementation of these bots shows that AI can be a powerful engine for authentic, experiential learning.
In his concluding remarks, Professor Leong asserted that the primary differentiator in the future job market will be human-centric skills. While AI can efficiently handle technical tasks like coding or data entry, it cannot replicate complex human navigation. The ability to empathise, negotiate, and lead remains a uniquely human advantage that education must fiercely protect. He argued that the role of the teacher is evolving from a primary source of information to a facilitator of human experiences. AI should be viewed as an augmentation of the teacher’s reach, providing the scale needed for individualised practice. Furthermore, Professor Leong also advocated for educators to refocus their curricula on the art of human interaction, teaching students not just how to use tools, but how to thrive in a world where many types of tools are available. The real challenge of the upcoming decade is not the advancement of hardware, but the refinement of pedagogical strategies.
The synthesis of human wisdom and artificial intelligence is the key to creating a resilient educational future. Professor Leong’s message was one of cautious optimism, provided that we remain intentional about the values we embed in our technology.
Watch the full keynote presentation at SEACE/SEACAH2026 in the video below.
Banner image: Penfer, Unsplash
