Rai: The Church Is Not Afraid of Artificial Intelligence!

Maronite Patriarch Cardinal Bechara Boutros al-Rai, head of the Council of Bishops and Archbishops of the Catholic Church in Lebanon, inaugurated the 32nd annual conference of Catholic schools in Lebanon at the Our Lady of Louzé School – Zouk Mosbeh, under the theme "The Teaching Profession in the Age of New Intelligences: A Renewed Mission," attended by Patriarch Ignatius Joseph III Yousif, Patriarch Raphaël Bedros XXI Minasian, representative of Patriarch Joseph Abi-Saab Archbishop Saba Saad, Minister of Education and Higher Education Reima Karami, Minister of Media Paul Murr, Members of Parliament Naima Efram, Chouki Dakash, and Antoine Habchi, Monsignor Abdou Youakim, former Member of Parliament Bahia Hariri, Chairman of the Episcopal Committee for Catholic Schools Bishop Joseph Soueif, General Secretary of Catholic Schools Father Joseph Nsour, Director General of Education Fadi Yirka, Head of the Educational Research and Development Center Hayam Issa, President of the Teachers' Union Naima Mahfoud, representatives from the Army Command, Internal Security Forces, General Security, and State Security, President of the Maronite League Engineer Maroun Halaweh, several university presidents, educational officials, school directors, teachers, and parents.

Bou Khelil

The opening session began with the Lebanese national anthem and the Catholic schools’ anthem. Media personality Samar Bou Khelil delivered a speech in which she stated, "The world is passing through a pivotal moment with the arrival of the age of artificial intelligence," emphasizing that "education is not merely about transmitting information, but about building character, forming conscience, and discovering meaning." She stressed that "artificial intelligence is an ethical, pedagogical, and human issue, and its regulation cannot be left solely to corporations—it requires a societal partnership," warning against its use "in military and economic competition and against misinformation that sidelines education in favor of military spending." She affirmed that "the future of education is not determined by the number of devices and applications, but by placing humanity at the heart of technology and conscience at the center of knowledge," noting that "machines cannot replace the teacher who gives students confidence and says to them: 'You can do it.'"

Nsour

In his turn, Father Joseph Nsour, General Secretary of Catholic Schools, said the conference’s theme, "The Teaching Profession in the Age of New Intelligences: A Renewed Mission," underscores that "education lies at the heart of the Church's mission," and that Catholic schools are an essential part of serving humanity and building a nation for all its children. He pointed out that today’s questions touch on the essence of humanity, the meaning of knowledge, the role of schools, and the teacher’s mission in a world changing at an unprecedented pace. He noted that change affects not only curricula but also the very meaning and production of knowledge, as machines now can write, translate, analyze, program, draw, and answer complex questions within seconds. Father Nsour emphasized that "school builds the human being," being the place where students learn how to think, question, distinguish, choose, and take responsibility for their decisions," stressing that "the most important role falls on the teacher, who forms the cornerstone in fostering critical thinking and value-based education." He said the real challenge lies in "renewing the teacher" to become a creator of knowledge and a bearer of a mission that contributes to building individuals and society," while simultaneously questioning "the current reality of the teacher—whether they feel professionally secure and have opportunities for growth." He noted that school administrations recognize the depth of this issue and seek solutions, though challenges exceed their capacity and require state intervention to fulfill responsibilities and create sustainable solutions. He described the renewed teacher as a product of a renewed school that keeps pace with modernity without losing its identity, "digital without losing its humanity." He reflected on Lebanon’s situation, torn by wars in the south and ongoing economic and social crises, affirming that "what educators build in a child’s mind and heart remains the foundation of an enduring nation," and that Catholic schools have remained steadfast in their mission even in the toughest times. He highlighted that developing the school environment requires updating the legal framework, including revising laws such as Law 515 to achieve justice and transparency, calling for "genuine partnership" between the Ministry, the Educational Research Center, the Teachers’ Union, and Parent Associations to reach a new educational charter that makes education a national priority beyond political disputes. He stressed that "the success of new curricula depends on preparing teachers and securing resources, with training and experimentation starting at the beginning of the current academic year," affirming that the general secondary certificate guarantees equality, and that what is needed is "restoring trust in official exams" and preserving their credibility as a social contract between the state and society. He proposed five practical commitments: issuing a framework integrating artificial intelligence into education, establishing a sustainable plan for teacher development and digital transformation, creating a permanent dialogue mechanism with all stakeholders in education, developing a new model for school sustainability based on performance evaluation and mission distinction, and strengthening cooperation among Catholic schools and institutions of the Private Schools Federation to share resources and expertise. Father Nsour concluded by affirming that "Catholic school education is interconnected between a sustainable school, a teacher living with dignity, and a family capable of securing their children’s education, so that the school remains faithful to Christ’s Gospel and a maker of hope in the homeland."

Karami

Minister of Education Reima Karami opened her speech by welcoming attendees, appreciating Patriarch Rai’s commitment to placing education at the core of his national concerns, and Bishop Joseph Soueif’s role in nurturing the mission of Catholic schools and enhancing their educational and national presence. She thanked the General Secretariat of Catholic Schools for organizing the conference and selecting its theme, stating that "Lebanon’s education sector has been under relentless pressure from successive crises—economic crisis, educational disruption, displacement, wars, attacks, school closures, and a significant decline in teachers’, parents’, and institutions’ ability to continue." She stressed that "emergency approaches cannot become a permanent way of managing education." She announced that "the challenge is not just to endure, but to transform and transition through the crisis toward building the future," noting that the Ministry’s "Vision 2040" provides the national framework for building a more resilient, renewing, fairer, higher-quality education system responsive to the evolving needs of learners and society. She explained that "this vision rests on seven interconnected goals combining quality education, school development, empowering teachers, digital transformation, and strengthening social cohesion, equipping Lebanon’s youth to live, work, and responsibly participate in a rapidly changing society." She emphasized that "the teacher is the cornerstone of this vision," stating, "Vision 2040 will not be achieved through policies, plans, and documents alone, but through the professional, committed educator who possesses initiative, professional judgment, and leads change within their classroom, school, and community." Regarding digital transformation, she affirmed that "technology and artificial intelligence are not ends in themselves, but tools to improve learning, expand access, and support teachers in meeting learners’ needs," stressing that "teachers lead, and technology is a tool in their hands." She said that "we must not approach artificial intelligence with fear or blind admiration, but harness its potential to personalize learning and expand access to knowledge, while protecting learners’ data and privacy, ensuring equal opportunity, and building teachers’ capacity to use it responsibly, ethically, and pedagogically." She noted that "technology can deliver information, but it cannot understand a learner’s emotions, touch their heart and soul, give them confidence, or build their conscience, values, and sense of responsibility." On teachers, she stressed that "honestly discussing the renewed image of the teacher and the ambitious vision for education is impossible while teachers live daily anxiety over salaries, social security, and their ability to continue." She emphasized that "the sustainability of the education system cannot come at the cost of teachers’ dignity and rights." She mentioned that she "will continue advocating for teachers’ legitimate demands within the Cabinet, recognizing that addressing them goes beyond government and ministry authority and requires a national decision and responsible solidarity," highlighting her commitment to safeguarding teachers’ rights, providing continuous professional development opportunities, and involving them in reform processes. Regarding revised curricula, she stated that their implementation "is the true test of Vision 2040," clarifying that what the Ministry is doing "is not merely updating textbooks, but a shift in pedagogical philosophy regarding knowledge, learning, and the learner." The new curricula move focus from the quantity of information memorized to the learner’s ability to understand, apply, transfer knowledge to new contexts, use it in analysis, problem-solving, and decision-making, relying on a competency-based approach. She explained that "the curricula integrate subject-specific competencies with cross-cutting ones, including critical and creative thinking, problem-solving, research and inquiry, communication and collaboration, self-management, initiative-taking, and responsible, conscious use of technology, placing the learner at the center of the educational process and viewing them as a whole person." She addressed Catholic school teachers and principals, calling them "essential partners" in implementing, piloting, and evaluating the revised curricula, urging them to become leaders in establishing the professional teacher profile central to Vision 2040, affirming that "the Ministry views private education as an integral part of the national education system and a partner indispensable for comprehensive educational reform." At the same time, she stressed that "the importance of private education does not in any way diminish the state’s fundamental responsibility to protect and strengthen public schools," affirming that "public schools are the guarantee of every Lebanese citizen’s right to education and equality," and that "strengthening them is a national priority without alternatives." She concluded with a call for "responsible dialogue" balancing institutional continuity, teachers’ rights, and families’ ability to bear burdens, affirming that these issues "cannot be resolved through confrontation or fragmentation, but through numbers, transparency, and consultation," and that "Vision 2040 is not a distant future document—it is the choices we make today."

Rai

Meanwhile, Patriarch Rai affirmed that artificial intelligence has ushered in a "new era" in which knowledge is accelerating at an unprecedented pace, stressing that "the question is no longer just how we use it, but how we ensure it serves humanity—without making humanity serve it." He stated that "artificial intelligence does not eliminate the teaching profession, but calls for its 'reinvention.'" He clarified that "the teacher’s role is no longer simply being the primary source of information, but transforming information into knowledge, knowledge into understanding, understanding into the ability to discern, choose, and create," noting that education must shift from storing information to building thinking skills, from rote learning to analysis and inference, and from preparing students for exams to preparing them for life." He said artificial intelligence "does not end the teacher’s profession, but ends the outdated image of the teacher," emphasizing that "the teacher who builds minds, nurtures personalities, awakens curiosity, and educates in discernment and responsibility becomes the one for whom technology is an additional tool." He affirmed that "the Church is not afraid of artificial intelligence," warning against "advancing technologically while regressing humanely," and cautioned that schools should not become "smarter but less wise, more connected but less communicative, faster but less deep." He stressed that modernization is not about placing computers in classrooms, but about renewing educational thought. He noted that the new image of the teacher is "the teacher of wisdom in the age of information," "the teacher of understanding and discernment in the age of rapid answers," "the guardian of human relationships in the age of screens," and "the teacher of humanity in the age of artificial intelligence," calling for "ongoing teacher training on these tools, their capabilities, limitations, and risks." He pointed out that "Catholic schools do not educate only the mind, but the whole person," affirming that "the school of the future is not the one with the most technology, but the one that knows why, when, and for what purpose it uses it." He said: "We do not want a school opposed to technology, nor a school enslaved by it, but a school led pedagogically, ethically, and humanely, remaining faithful to its mission of forming the whole human being." He called for "rediscovering the teaching profession, modernizing curricula, investing in teachers before devices, and teaching children to use artificial intelligence with awareness, freedom, and responsibility," affirming that "progress must be an opportunity for the teacher to return to the essence of their mission as a human creator, mind-builder, companion of generations, and bearer of a message, and for education to remain 'faithful to humanity.'" Before the opening session, the conference included a cultural presentation by artist Georges Khobaz, who spoke about his experience with Catholic schools, where he received his education, and the role they played in helping him discover his talent, define his path, and determine who he wanted to become. Artists Lial Naima and Nadar Khouri performed a series of hymns, followed by an expressive dance performance by students from Val Pierjak, along with a video highlighting the role and importance of teachers in students’ lives and journeys.