The use of new technologies in classrooms and the need to understand their impact.
"Education is the most revolutionary thing there is." These were the words, often repeated with the slow, measured speech that characterized him, of former Uruguayan president José Mujica. His recent passing is mourned not only in his homeland but also by many across the globe who shared his convictions.
“Like this man, who chose to live with little in order to think big, those of us who work to strengthen educational organizations believe in the transformative power of education. In a world that reinvents itself daily, that idea rings truer than ever.”
According to Blechman, “the ‘learning revolution’ isn’t just an abstract concept. It’s an urgent necessity if we want our universities and schools to remain relevant in the face of a new digital paradigm.”
He points out that although some educators see artificial intelligence as a threat in the classroom, “tools like ChatGPT, Gemini, or Perplexity are already part of everyday life for many young people. I see it with my own daughter. And while some academics’ resistance to AI may seem anecdotal, it also reflects the massive gap between many educational institutions and the world they’re supposed to be preparing their students for.”
“Artificial intelligence — recognized as the most transformative technology of the 21st century by Stanford University — is not a threat, but rather a tool that, if used wisely, could truly revolutionize education. In fact, according to Wired magazine, the global AI market in education is expected to surpass $6 billion this year, driven by the growing demand for personalized and accessible solutions,” he emphasizes.
“Just to put it in perspective,” he adds, “in 2024, U.S. private investment in AI reached $109.1 billion — nearly 12 times China’s $9.3 billion and 24 times the UK’s $4.5 billion, according to Stanford’s 2025 Artificial Intelligence Index Report.”
As Blechman explains, AI adoption is also accelerating in the business world: “In 2024, 78% of organizations reported using AI — up from 55% the previous year. However, only 10% of schools and universities monitor how these tools are being used in the classroom. And just 15 countries have incorporated AI-related learning objectives into their curricula,” he warns.
To conclude, the expert reflects: “José Mujica used to say that when we plant schools, we harvest freedom. But what kind of freedom can we offer if we continue clinging to rigid academic structures? At Olivia, we believe what’s needed today is agility, personalized learning experiences, and technology that goes beyond support — becoming a strategic enabler of true transformation.”
By Marcelo Blechman, Partner at OLIVIA.