Recently, I came across a poster with the following message: “Reducing water consumption to transform the world!” This beautiful phrase resonated with me, but it also prompted a deeper reflection on what this transformation means.

In my view, when we consume water carelessly and excessively, we are, in fact, making the planet a worse place and depleting water resources. However, if we use it wisely, we are not “transforming the world,” but rather allowing the world to be as it should be—at its best. This makes me reflect on how we use the word “transform” and its variations.

Recently, the phrase “transforming education” has been widely repeated in various contexts. Whether at educational conferences, in opinion pieces, or in political discussions, this expression seems to be the rallying cry for those seeking innovation in teaching. I hear this expression so often that I find myself wondering: although the idea of transformation conveys a sense of progress and improvement, it’s worth asking: what does it actually mean to transform education? And more importantly, transform it for what purpose, for whom, and into what?

When we talk about “transforming,” we are referring to a change in form, a reconfiguration of what already exists. But does every change necessarily represent an improvement? Not always. Transformation can lead to positive or negative results, depending on the direction and purpose of those changes.

Transformation, in and of itself, does not guarantee success or progress. In an educational context, transformation can mean incorporating new technologies, adopting innovative methodologies, or even overhauling the curriculum in a disruptive way.

However, without a clear goal and without careful consideration of the consequences of these changes, we run the risk of making only superficial changes without addressing structural problems.

The first question we must ask ourselves is: What is the purpose of this transformation? Why are we changing education? If the answer is simply “because it’s trendy” or “because everyone else is doing it,” it’s time to rethink things. Educational transformation must have a greater purpose that goes beyond simply modernizing what already exists. It should serve to meet the real needs of students and teachers, improving learning, inclusion, and opportunities for everyone.

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The implementation of artificial intelligence (AI) in education is, without a doubt, a significant and promising advancement. I personally use and support this technology, recognizing its potential to enrich learning and streamline various processes.

However, it is essential to understand that simply adopting this “innovation” is not enough to ensure that it will be transformative. Often, the use of AI ends up being merely a change in tools or methods, without actually bringing about a substantial improvement in teaching.

Here, I want to highlight a powerful word that has come up frequently in discussions about educational innovation: intentionality. Without the right intention, the use of AI does not transform the educational environment; it merely modifies it, making it “different,” but not necessarily better, innovative, or transformative.

True innovation requires much more than the introduction of new technologies, methodologies, and tools. It involves a shift in mindset, teaching practices, and educational goals. For AI to be truly transformative, we need to use it strategically and intentionally. Otherwise, we run the risk of using advanced technology to perpetuate old methods, without tapping into its full potential.

I like to always think in terms of the three pillars: People, Processes, and Tools. Transformation means bringing these topics to the center of the discussion.

The Importance of Intentionality

This is where intentionality comes into play. Implementing “transformation” in education without a clear purpose and without reflecting on the desired impacts may result in nothing more than superficial technological adoption.

AI will certainly be a different kind of tool, but will it contribute to a more inclusive, efficient, or relevant education? Or are we simply replacing a traditional practice with a digital one?

Using these innovations intentionally means applying the technologies we have explored with a well-defined pedagogical goal. It is not enough simply to have access to tools; we must know why we are using them, for what purpose, and what skills we want to develop in the classroom—in ourselves and in our students. Technology, on its own, does not solve educational problems if there is no clear vision of what we aim to achieve with it.

The goal of transforming education should be to better prepare students for the challenges of the 21st century, but this involves much more than introducing new devices or adopting trendy teaching methods.

This transformation must seek to address deep-seated issues, such as unequal access to content and learning spaces, the growing disinterest among students, and the disconnect between what is taught and society’s real needs.

The use of innovative tools in education is a step forward that can truly transform teaching. However, without a clear purpose, this innovation risks being merely a superficial change—a mere replacement of tools, with no significant impact on educational outcomes. The transformation that truly makes a difference occurs when technology is used purposefully, aligned with clear objectives, and reflecting the real needs of contemporary education.

Therefore, we must always ask ourselves: What is our intention? This is the key to ensuring that the use of these technologies is not only different but transformative, promoting an education that is more inclusive, personalized, and tailored to the challenges of our time.

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