e are witnessing the “Great Disintermediation of Education”: a transformative moment of hope that places unprecedented learning power directly into the hands of students and teachers worldwide. For the first time in history, learners everywhere have the opportunity to access these sophisticated educational tools, unfiltered and on their own terms. This transformation represents one of our most promising pathways to building resilience against the pace and scale of change facing economies and communities.
General–purpose AI tools like Claude, Gemini, and ChatGPT are fast becoming primary learning tools of choice for students. Unlike traditional EdTech products, these foundation models reach students unfiltered and direct. Students are bypassing longstanding institutional gatekeepers entirely, claiming both agency and power over their learning.
This shift made me think of waves breaking on a surf beach during a recent trip speaking with educators in Sri Lanka. Learners and teachers choose which waves to ride, sometimes catching the perfect learning moment, sometimes not. But there's always another set coming: another opportunity to learn more, learn again, learn for fun even.
Here's the critical insight: there are no experts yet on the limits of what foundation models can do for education. The technology evolves faster than any third–party provider can interpret or package. Why trust intermediaries when we can innovate directly? This represents unprecedented empowerment, shifting power from institutions to individuals who can access, experiment with, and adapt the most sophisticated learning tools ever created.
Recognizing that much work remains in removing barriers to universal access, a student in Malawi now has the same resource capabilities for learning support as one in Korea. Consider climate resilience. A farmer in Bangladesh can now access the same digital agricultural adaptation resources as researchers in the Netherlands, enabling real–time responses to changing conditions without waiting for institutional knowledge transfer.
In a world facing climate crisis, economic disruption, and social fragmentation, our ability to rapidly reskill populations becomes a matter of sustainability. Countries that embrace this disintermediation will build more resilient, adaptive societies.
However, this shift demands intentional support. Organizations need to build bridges, link educators with technology, connect global networks, and ensure foundation models become tools for equity rather than division.
Educational transformation isn't just about improving schools: it's about unleashing human potential globally. The Great Disintermediation offers this extraordinary opportunity if we're bold enough to embrace the hope it represents.
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How AI is democratizing learning, building global resilience
November 24, 2025
There are no experts yet on the limits of what foundation models can do for education—which means learners are innovating directly as they learn to best use AI tools. This represents unprecedented empowerment that could help unleash human potential globally, writes Stephen Jull.
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e are witnessing the “Great Disintermediation of Education”: a transformative moment of hope that places unprecedented learning power directly into the hands of students and teachers worldwide. For the first time in history, learners everywhere have the opportunity to access these sophisticated educational tools, unfiltered and on their own terms. This transformation represents one of our most promising pathways to building resilience against the pace and scale of change facing economies and communities.
General–purpose AI tools like Claude, Gemini, and ChatGPT are fast becoming primary learning tools of choice for students. Unlike traditional EdTech products, these foundation models reach students unfiltered and direct. Students are bypassing longstanding institutional gatekeepers entirely, claiming both agency and power over their learning.
This shift made me think of waves breaking on a surf beach during a recent trip speaking with educators in Sri Lanka. Learners and teachers choose which waves to ride, sometimes catching the perfect learning moment, sometimes not. But there's always another set coming: another opportunity to learn more, learn again, learn for fun even.
Here's the critical insight: there are no experts yet on the limits of what foundation models can do for education. The technology evolves faster than any third–party provider can interpret or package. Why trust intermediaries when we can innovate directly? This represents unprecedented empowerment, shifting power from institutions to individuals who can access, experiment with, and adapt the most sophisticated learning tools ever created.
Recognizing that much work remains in removing barriers to universal access, a student in Malawi now has the same resource capabilities for learning support as one in Korea. Consider climate resilience. A farmer in Bangladesh can now access the same digital agricultural adaptation resources as researchers in the Netherlands, enabling real–time responses to changing conditions without waiting for institutional knowledge transfer.
In a world facing climate crisis, economic disruption, and social fragmentation, our ability to rapidly reskill populations becomes a matter of sustainability. Countries that embrace this disintermediation will build more resilient, adaptive societies.
However, this shift demands intentional support. Organizations need to build bridges, link educators with technology, connect global networks, and ensure foundation models become tools for equity rather than division.
Educational transformation isn't just about improving schools: it's about unleashing human potential globally. The Great Disintermediation offers this extraordinary opportunity if we're bold enough to embrace the hope it represents.
