Rethinking the Schoolhouse with AI: Key Takeaways from a Virtual Roundtable

by Bob Reid

Generative AI.  Have you heard enough about it yet?  Can it be scary? Yes. Can it be exciting? Absolutely. It is touching all aspects of our lives and evolving at a rapid pace.

When we found out that one of our clients paused a major building project to reconsider how AI might influence curriculum, and by extension, their facilities planning, we wanted to dive deeper. As thought-leaders in higher education design, we were curious about other ways AI was changing the space. Conversations with K-12 and Higher Education leaders across the country revealed a common theme: schools are navigating change at a pace that challenges long-standing assumptions about pedagogy, assessment, equity, and the physical environment.

To create a more focused dialogue, Spiezle hosted a two-hour virtual roundtable, Rethinking the Schoolhouse with AI, bringing together educators, technology integration experts, architects, and other thought leaders from innovative K–12 and higher education institutions. Given how early and fast-moving this technology is, the goal was not to reach definitive answers, but to explore how AI is reshaping teaching and learning, and what that means for the spaces we design.

Below are several key themes that emerged from the discussion.

The Evolving Role of Educators

Across the board, panelists agreed that AI is accelerating a shift in the role of educators. Rather than serving primarily as “sage on the stage,” teachers are increasingly becoming coaches, mentors, and facilitators of learning.

Several speakers shared examples from schools that have already embraced this shift, where technology supports highly personalized learning pathways. In these environments, teachers guide students through inquiry, reflection, and application, helping them make sense of information through engaging application rather than simply transmitting it.

Equally important was the caution against outsourcing thinking. While AI can generate polished writing and quick answers, participants stressed that core cognitive processes, such as writing, problem-solving, and reflection, remain essential to brain development and deep learning. The challenge for educators is to help students use AI as a tool while preserving rigor, creativity, and independent thought.

Rethinking Rigor and Assessment

AI’s ability to produce sophisticated outputs raises fundamental questions about how we define rigor and assess learning. If a student can generate a well-written paper with AI assistance, what are we truly measuring?

Panelists suggested a shift from emphasizing final products to focusing on learning processes. Assessment models that value progress, planning, and reflection were discussed as more meaningful measures of understanding. Metacognition, i.e., students’ ability to think about their own thinking, emerged as a critical skill, particularly in an AI-enabled world.

Authentic assessments such as project-based learning and oral presentations were highlighted as effective ways to ensure students can articulate and apply their knowledge, regardless of the tools used along the way.

Equity, Access, and Algorithmic Justice

The discussion also underscored that AI, like previous technologies, has the potential to widen existing inequities if not implemented intentionally. Access alone is not enough; how technology is used matters just as much.

Panelists noted that well-resourced schools often leverage technology to support creativity, collaboration, and deeper learning, while under-resourced schools may be limited to using it for monitoring or rote tasks. Without changes in pedagogy, AI risks reinforcing these divides.

There was strong agreement on the need to educate all students – not just those pursuing technical careers – about how AI works, its limitations, and its biases. Transparency, ethical use, and algorithmic justice must be part of the educational conversation if we are to prepare students to navigate and shape an AI-influenced society.

Rethinking Time, Space, and Architecture

For architects, perhaps the most compelling question was how these pedagogical shifts translate into physical space. The panel emphasized that traditional, isolated classrooms may no longer support how learning is evolving.

Flexible, multi-use environments that prioritize collaboration, community, and reflection were seen as increasingly important. Participants advocated for spaces that can adapt over time, supporting different learning modalities and allowing for student ownership and customization.

Innovative models that move away from rigid grade levels toward multi-age learning bands were also discussed, highlighting the need for open, connected environments that accommodate diverse learning paths. Above all, the message was clear: school design should remain human-centered, amplifying connection, curiosity, and empathy rather than efficiency alone.

Looking Ahead

As the roundtable concluded, there was broad consensus on several points. AI is not a silver bullet for resolving curriculum challenges, nor is it a replacement for human thought. Human centric pedagogy, not technology, must drive change. Equity and intentionality are essential. And the physical environments we design must be flexible enough to evolve alongside teaching and learning.

The conversation was both exciting and daunting, but it reinforced something we believe deeply at Spiezle: moments of disruption create opportunities for meaningful dialogue and thoughtful design. Generative AI has sparked questions regarding the potential of increased student success, and those questions are worth exploring collaboratively as we rethink what the schoolhouse can and should be.