Artificial intelligence is changing how students learn, search for information and complete schoolwork. For parents of secondary school students, this raises an important question: What skills will our children still need when AI can provide explanations, generate essays and solve many routine problems within seconds?
At a public engagement session on the future of education, Minister of State for Education Jasmin Lau highlighted three abilities that students will increasingly need: discernment, problem-solving and effective communication. While schools already teach aspects of these skills, the education system may need to provide students with more opportunities to practise and demonstrate them in real situations.
For parents, the message is clear. Academic knowledge remains important, but preparing a child for the future can no longer be limited to examination results.
Knowing the answer is not the same as understanding it
AI has made information easier to obtain than ever before. A student can ask a chatbot to explain a science concept, suggest points for a history essay or provide the working for a mathematics question.
The challenge is that AI-generated answers may be incomplete, misleading or simply wrong. Students must therefore learn to evaluate what they receive instead of accepting it immediately.
Discernment means being able to ask:
- Does this answer make sense?
- What evidence supports it?
- Is the source reliable?
- Has the AI misunderstood the question?
- Can I explain the answer in my own words?
Parents can develop this habit by asking their child to explain how an answer was obtained. Rather than simply checking whether homework has been completed, ask: “Why do you think this answer is correct?” or “How could you verify it?”
The goal is not to stop students from using AI. It is to teach them to remain intellectually responsible when using it.
Protect the thinking process
One danger of AI is that it can remove the productive struggle involved in learning.
When students immediately request a complete solution, they may obtain the correct answer without developing the reasoning required to solve a similar question independently. This is especially relevant in subjects such as mathematics and science, where understanding the steps is more important than copying the final response.
Parents can encourage a “think first, AI second” routine:
- Attempt the question independently.
- Identify the exact point of difficulty.
- Ask AI for a hint or explanation rather than a complete answer.
- Close the AI response and redo the question unaided.
- Check the answer against notes, textbooks or a teacher’s explanation.
Used in this way, AI becomes a tutor rather than a substitute for thinking.
Human communication still matters
Ms Lau also expressed concern that increasing reliance on AI could gradually weaken human communication and relationships. In the past, a child who did not understand something might ask a parent, teacher or friend. Today, the child may turn immediately to an AI tool instead.
The AI response may be quick and convenient, but something valuable can be lost: conversation.
A discussion about homework can lead to a broader conversation about school, friendships, confidence or stress. These interactions help parents understand what their children are experiencing.
Parents do not need to know the answer to every academic question. Saying, “I’m not sure, but let’s work it out together,” can model curiosity, humility and problem-solving.
At home, parents can also create regular periods where conversations are not interrupted by phones or devices. Shared meals, short walks and journeys to school can become opportunities for children to express themselves without feeling that every discussion must be about grades.
Grades matter, but they should not consume family life
Participants at the education discussion also raised concerns about excessive emphasis on grades and the difficulty of supporting a child’s wider development.
Many Singapore parents understand that results are not the only measure of success. However, putting this belief into practice can be difficult when children face tests, homework, CCAs and packed tuition schedules.
One parent at the session noted that weekend tuition may improve a student’s confidence through smaller-group teaching, but it can also reduce family time. A counsellor similarly described the tension parents experience when deciding whether to discuss homework or ask about their child’s friendships and daily experiences.
The issue is therefore not whether tuition is always good or bad. Parents should consider whether each additional class is solving a genuine learning problem.
Useful questions include:
- Is my child attending because of a specific learning gap?
- Is the class helping my child become more independent?
- Is my child getting enough sleep and rest?
- Has tuition reduced time for family, exercise or personal interests?
- Are we adding lessons mainly because we are anxious?
Tuition should support learning, not create a schedule so crowded that the child has no opportunity to develop responsibility, resilience or relationships.
Allow children to experience manageable failure
Another important point raised during the session was the value of failure.
MOE deputy director-general of education Sng Chern Wei described schools as safe places where children can experience setbacks, such as disappointing test results, friendship difficulties or unsuccessful attempts at a task. Parents should not solve every problem or shield children from every failure, because students need to learn that setbacks are temporary and manageable.
This can be uncomfortable for parents. When a child is struggling, the natural instinct is to intervene.
However, solving every problem can unintentionally communicate: “You cannot handle this without me.”
A more helpful response may be:
- “What do you think went wrong?”
- “What could you try next?”
- “Who can you approach for help?”
- “What have you learnt from this?”
- “Would you like me to listen, advise or help you make a plan?”
The objective is not to leave children unsupported. It is to provide enough guidance for them to recover and act independently.
A poor test result, disagreement with a friend or unsuccessful CCA application can become a valuable learning experience when the child is helped to reflect rather than rescued immediately.
The skills parents should look for
As AI becomes more capable, parents may need to broaden their definition of progress.
In addition to examination results, look for whether your child is becoming better able to:
- explain ideas clearly;
- question unreliable information;
- solve unfamiliar problems;
- work with others;
- ask for help appropriately;
- accept constructive feedback;
- recover from mistakes;
- make responsible decisions;
- use technology without depending completely on it.
These abilities may not always appear on a report card, but they will matter greatly in further education, employment and adult life.
A practical approach for families
Parents do not need an elaborate AI policy at home. A few consistent expectations can make a meaningful difference.
Encourage your child to declare when AI has been used for schoolwork. Ask them to verify important information and explain submitted work in their own words. Create some device-free family time. Praise effort, judgement and improvement rather than only high scores. Most importantly, allow your child to face age-appropriate challenges while remaining available for guidance.
The central lesson is not that students must compete against AI.
They must learn to work alongside it without surrendering their judgement, independence or ability to connect with other people.
For parents of secondary school students, the most valuable preparation may therefore be helping children become thoughtful learners, confident problem-solvers and resilient young people—not merely efficient users of technology.