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When generative Al first entered the education, conversation, it sparked intense and often polarized debate. Some framed it as a threat to foundational practices, while others saw it as a catalyst for long-overdue innovation. These early discussions were shaped by uncertainty and limited evidence, but we no longer need to operate only in a speculative space. A growing body of empirical research now allows us to examine the effects of generative Al on education with greater clarity. This keynote will begin by highlighting emerging evidence on how generative Al is being used to enhance current practices in learning and teaching. It will then explore key concerns related to learner agency, over-reliance, and assessment integrity, and offer directions for assessing future-ready skills. Drawing on findings from multiple studies, the talk will call for building a broader and more robust evidence base on the educational impact of generative Al, and conclude with a forward-looking research agenda to guide responsible innovation.

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