“As artificial intelligence (AI) becomes increasingly capable of generating information and answering questions, what should students learn—and what role should universities play?”

Those questions are at the center of a new book by Professor Jaewon Cho of Civil, Urban, Earth, and Environmental Engineering at UNIST. Published under his pen name, Kang Hadan, the book—whose Korean title references a future vision of higher education—examines how education might evolve in an era shaped by AI, large language models, and digital technologies.

Professor Cho argues that many educational systems remain focused on transmitting established knowledge and rewarding students for finding correct answers. Yet today's learners face challenges—from climate change to economic uncertainty—that rarely come with predetermined solutions. In this environment, he suggests, education must place greater emphasis on inquiry, collaboration, and the creation of new knowledge.

The book proposes a future learning ecosystem in which students, teachers, and AI work together to explore questions, test ideas, and develop new ways of understanding the world. Teachers serve less as providers of answers and more as guides who help students navigate different perspectives and connect learning to real-world challenges.

A recurring theme throughout the book is the need to look beyond conventional measures of achievement. Professor Cho argues that curiosity, experimentation, collaboration, and creative problem-solving may be just as important as grades and test scores in preparing students for a rapidly changing world.

The book also examines how emerging technologies could transform the way learning is documented and recognized. Rather than focusing solely on outcomes, future educational systems may place greater value on the process of learning itself—how students ask questions, develop ideas, respond to setbacks, and build knowledge with others.

Another key theme is the role of play in education. Professor Cho suggests that meaningful learning often begins when students pursue questions out of genuine curiosity, collaborate with peers, and experiment without fear of failure.

“The amount of knowledge we need to memorize is shrinking, while the amount of knowledge we need to create is growing,” Professor Cho writes. “Education should not be about finding predetermined answers, but about developing new ways to understand the world.”

At UNIST, Professor Cho teaches and conducts research in environmental engineering, environmental ethics, and the humanities of science and technology. He previously served as director of the Science Walden, where he led interdisciplinary initiatives addressing issues such as climate change, social inequality, and the future of work.