MOE Committee of Supply Debate 2026 Response by Minister of State for Education Jasmin Lau

Mr. Chairman,

1. Artificial intelligence is no longer a distant concept debated by experts. It is already in our classrooms, in our workplaces, and increasingly, in our homes.

2. In my Budget debate speech, I said that AI is not something that will arrive in a few years' time. It is already reshaping how we learn, how we grow, and how we work. And it forces us to confront a deeper question.

3. If AI can perform tasks that once required human cognition – writing, analysing, even coding – then what should humans focus on mastering? What makes us distinct? What gives us purpose and confidence?

4. The rise of AI compels us to recalibrate not just our economy, but our understanding of human value.

1. What makes us human?
2. What should humans learn and grow in, when AI can do some of our work?
3. What do we find meaning in, when some of our time is freed up from work?
4. What do we want value and purpose to look like for ourselves, and better yet, for our children?

5. In my speech, I will focus on the ways through which we are reshaping our education system, to prepare Singaporeans for a world transformed by AI:

1. From our primary school to our pre-university students,
2. To the graduates of our Institutes of Higher Learning,
3. To our workers on their lifelong journey of learning and upskilling.

Preparing Students with Future-Ready Skills for Life

6. We must provide opportunities for everyone to learn how to harness AI to its full potential, at all points of their lifelong learning journey. Mr Darryl David spoke at length about the need for our education system to establish a strong foundation of skills in an AI-pervasive world.

7. MOE's approach is simple, but deliberate.

8. We want every student to "learn about AI, learn to use AI, learn with AI, and most importantly, learn beyond AI".

9. These are not slogans. They reflect four important ways to think about how we understand technology, use technology, collaborate with technology, and transcend it.

10. By the time our students enter Institutes of Higher Learning, every one of them will have foundational AI literacy. They will understand what AI is, how it works, and what its risks and possibilities are.

11. But we will introduce this thoughtfully, and integrate AI literacy into our school programming.

1. We are mindful that not all students come from homes with the same level of digital familiarity.
2. Our approach ensures that AI literacy is built within schools in a structured and calibrated manner, so that access and guidance do not depend solely on family background. No student should be disadvantaged in this new era because of circumstance.

12. Younger students will have lower exposure and closer supervision. They must build strong foundations and fundamentals in literacy, numeracy, reasoning, as well as self-discipline to use AI wisely.

1. We agree with Mr Alex Yam that students at a younger age should still learn their core foundational knowledge and skills, and not use AI as a shortcut to their learning.

13. Mr Yam also asked how AI literacy is being strengthened for our students, while ensuring that we address ethics, academic integrity, bias and over reliance. Let me illustrate.

1. When students learn about AI, they learn in their Cyber Wellness classes how to identify deepfakes. Not just as a technical skill, but as a defence against misinformation in a world where not everything we see or hear is real.
2. When students learn to use AI, they will use AI tools in the updated "Code for Fun" programme that MOS Rahayu had mentioned and in subjects like Design & Technology or General Paper to generate ideas, refine arguments, or compare sources. But they will also be guided to evaluate what the AI produces, check its accuracy and include their personal voice and ideas instead of just accepting what AI generates.
3. When students learn with AI, they use AI as a learning partner. Using AI tools like the Learning Assistant in the Singapore Student Learning Space, they can develop multiple perspectives about an issue through discussion with the Learning Assistant, which prompts them to think deeper about their views and suggests alternative perspectives that they may have failed to consider.
4. When students learn beyond AI, they engage in real-world problem solving, developing human qualities like empathy and 21st Century Competencies like inventive thinking. For example, in Applied Learning Programmes, students may be asked to consider ways to reduce food waste in schools. They can use AI to generate multiple suggestions within seconds. But students will need to evaluate feasibility of these solutions, for example cost, resourcing and their peers' preferences. They will also need to survey and test out with real users before deciding which solution best fits their context.

14. We will ensure our assessment approaches remain fit for purpose in an age where AI tools are widely available. This includes retaining the emphasis on in-person assessments making greater use of oral explanations, and the demonstration of process - not just final output when it comes to assessments where AI tools can be used. Technology will evolve, but integrity must remain non-negotiable.

15. MOE-developed AI tools will undergo appropriate review to ensure that they meet standards of data protection, safety, and fairness. We will work closely with relevant agencies to ensure responsible adoption aligned with national AI governance principles.

1. AI is already performing tasks we once thought required uniquely human cognition. Analysing data, drafting reports, even writing code. And while we can guide students' exposure within the schools, we cannot control what they encounter outside of schools. So the real question is not how students use AI, it is who they become in an age shaped by AI.

16. This is why the most important Learn, is for our students to "learn beyond AI".

1. If AI can generate answers in seconds, our students must learn to ask better questions.
2. If AI can process vast amounts of data, our students must develop judgement.
3. And if AI can imitate language, our students must cultivate character.

17. Our education system must nurture purpose, resilience, ethical conviction, and the will to act for the good of others.

1. We are strengthening Character and Citizenship Education, and we have recently refreshed our 21st Century Competencies framework to more strongly develop civic literacy, adaptive thinking, and moral courage to stand up for what is right.
2. And we will ensure every student master strong fundamentals of literacy and numeracy, while cultivating curiosity and a lifelong learning mindset. So that no matter how the world changes, they can continue learning, unlearning and relearning throughout life.

18. There is no better time than now to reflect on what gives humans value.

1. Perhaps it lies in our conscience. The ability to choose what is right, not just what is efficient.
2. Perhaps it lies in our compassion. The ability to connect, to comfort and to inspire.
3. Perhaps it lies in our courage. The courage to shape a better future, even if it requires some more effort in the present.
4. But whatever it is, we have to recognise and build on these values with urgency, so what makes us human will continue to be what is most valued in our society.

19. Our education system cannot simply train our children to chase the latest AI qualification. It must equip them to interpret the world critically, empathise deeply, and build lives of meaning.

20. Mr Ng Chee Meng asked how our IHLs can better design curriculum to ensure our graduates remain employable in an AI transformed future.

21. Today, full-time undergraduates in our universities, and students in our Polytechnics and ITE, already learn about AI. But in this new era, exposure alone is not enough. What matters is depth, adaptability, and relevance.

22. Our IHLs work with sector agencies and industry partners to continually refresh their curriculum, so that what students learn keeps pace with technological change. This is done through partnerships with industries, sector-specific taskforces, curriculum advisory committees, and direct feedback from employers.

23. But just as in our schools, IHL students cannot stop at learning about AI, using AI, or even collaborating with AI. They must also learn beyond AI, to sharpen what makes them distinctly human in an age of intelligent machines.

1. Beyond technical expertise, our IHLs are strengthening innovation, critical thinking, communication, and engagement skills through the updated LifeSkills framework.
2. Because in the future, it will not be enough to know how to deploy AI tools. Graduates must be able to define problems clearly, work across disciplines, and persuade others to act.

24. We also ensure that students apply what they learn to real-world challenges.

1. At the recent Manus AI for All Hackathon, I witnessed how students worked alongside SMEs and freelancers to solve actual business problems in just a few hours.
2. Some built tools to optimise logistics processes. Others built AI-powered marketing assistants for small F&B businesses. One team developed a platform for a debate coach to help competitive debaters practise live argumentation.
3. These were not classroom simulations. They were real clients, real constraints, and real stakes.
4. Similarly, through the SME@AITE centre – which is a partnership between the Association for Small and Medium Enterprises and ITE – students work directly with SMEs to develop AI solutions for sectors such as F&B and retail.

25. These experiences will help our graduates translate knowledge into economic value. But more importantly, they will help students discover their human value before they even enter the workforce, in their ability to frame problems, exercise judgement under uncertainty, recover from failure, and persuade fellow humans to try something new.

26. Mr. Chairman, allow me to say a few words in Mandarin.

27. 随着科技的飞速发展，我们的教育制度必须帮学生做好准备，应对人工智能所带来的巨大变革，这一点比以往任何时候都更加重要。

28. 教育部的策略看似简单，但经过深思熟虑。

29. 我们希望每个学生都能"了解人工智能，学用人工智能，用人工智能学习，而最重要的是，超越人工智能"。

30. 这些不只是口号。它们反映了我们了解AI、使用AI、与AI协作，并且超越AI的四个思考维度。

31. 人工智能现在已经能处理那些我们过去认为只有人类大脑才能完成的工作：分析数据、撰写报告，甚至编写程序。我们虽然能在校内规范学生使用人工智能的方式，却无法控制他们在校外与人工智能的接触。所以关键问题不在于学生怎样使用人工智能，而是在这个被人工智能重新定义的时代中，他们将成为什么样的人。

32. 因此，除了帮助学生掌握具有经济价值的技术与技能之外，更为关键的是让他们在这个新时代中认识到自身的价值。

33. 最终，无论科技发展得多么快，真正能够经得起时间考验的，是我们人类独有的技能和珍贵的品质，比如同理心、坚韧不拔的意志，以及勤奋努力的精神。这些品质将能够让下一代在变幻莫测的世界中站稳脚跟。

34. 我们不仅是教导学生如何使用人工智能，而是在教育的各个阶段——从小学一直到高等教育——致力于培养有能力并且愿意为社会做出贡献的个体。在学生毕业离校、步入职场之前，我们将确保他们有机会通过接触真实世界，发掘自身独特的价值。

Equipping Educators for the Future of Teaching

35. As Ms Lee Hui Ying pointed out, our educators have an important role to play to help our students prepare for the AI-enabled world. Our educators are modelling how to think, question, and act responsibly in an AI-enabled world.

36. To support them, we are strengthening professional learning opportunities through MOE and NIE, so that our educators can use AI tools meaningfully and thoughtfully.

37. We recognise that this transition will require adjustment. We will phase the changes thoughtfully, provide clear guidelines, and ensure that our educators are supported as they adapt their pedagogy in an AI-enabled environment.

38. Educators can also tap on centrally provisioned AI tools through the Singapore Student Learning Space (SLS), as well as tools that streamline administrative tasks and free up time to focus on what matters most, which is their students.

39. Ultimately, AI should empower our educators to focus on the deeply human aspects of education – guidance, mentorship, and connection. No algorithm can replace the instinct of an educator who senses when a student is discouraged or is facing family challenges. No algorithm can replace an educator who inspires her students to rise above their circumstances.

40. Technology may assist instruction. But inspiration remains human.

41. The same applies to our educators in our IHLs. As Mr Terence Ho mentioned, they too must be equipped to guide students in navigating AI, not just as an educational tool, but as a transformative force across industries.

42. Our IHLs are deepening staff capabilities in adopting AI for both teaching and assessment.

1. All new educators undergo structured training within their first two years, with many courses incorporating AI-enabled teaching and assessment approaches.
2. Existing educators are also provided with training and support to build confidence and proficiency in using AI responsibly and effectively.

43. Our IHLs are also deploying AI tools that enhance learning and assessment. These tools augment classroom learning and help educators monitor student progress and customise their interventions. For example:

1. NTU has AI Learning Assistants (NALA) that are customised generative AI tutoring chatbots that personalise learning for large classes.
2. Meanwhile, NUS has a tool called ScholAIstic that enables educators to design structured AI interactions where students can practice real-world conversations in a safe environment. This works for social work client interviews and courtroom cross-examinations.
3. Republic Polytechnic's Diploma in Pharmaceutical Science also incorporates the use of an AI-based simulation platform for students to practice clinical skills in safe, customisable medical care scenarios.

44. Mr Ho also asked how we can facilitate sharing across IHLs.

45. Our institutions have established platforms for educators to exchange best practices in tech-enabled teaching through communities of practice, staff-led forums, and conferences.

1. For example, the biennial National Technology-Enhanced Learning Conference brings educators together to explore emerging trends in educational technology and AI, and to translate these into better learning outcomes for students.

46. As AI continues to evolve, our schools and IHLs will continue to evolve with it. We will update not only what we teach, but how we teach. We will work closely with students, educators, and industry partners, so that our graduates are prepared not just for today's jobs, but for tomorrow's uncertainties.

Building an AI-Ready Workforce

47. But AI education does not end at graduation.

48. As the Prime Minister noted in his Budget speech, our workers will also need new skills. SMS Janil spoke about supporting SMEs in upskilling their workers. Beyond that, we must also empower individual workers to take ownership of their own learning journeys.

49. In an AI-transformed world, lifelong learning is no longer optional. It is essential.

50. In the coming years, AI literacy will not be a specialised skill. It will be as fundamental as digital literacy is today. Every worker, regardless of sector or job role, should understand what AI can and cannot do.

51. Of course, literacy alone is not enough. Workers must develop fluency, which is the ability to apply AI meaningfully within their own domain, solve real problems, and create value in their organisations.

52. Mr Alex Yam asked how MOE is working with our partners to expand accessible and practical AI upskilling pathways. Let me outline three ways we will strengthen this.

53. First, we will help individuals understand their current level of AI readiness. Because effective upskilling begins with self-awareness.

1. SkillsFuture Singapore has partnered the Singapore Institute of Technology to develop a simple self-diagnostic tool. Through a short set of questions, individuals will be grouped into archetypes reflecting their readiness level, and directed towards high-quality, SSG-supported courses suited to their needs.
2. This tool will be available on the revamped mySkillsFuture portal by the second quarter of this year.

54. Second, we will make it easier for individuals to navigate the wide range of AI-related training options.

1. Today, there are around 1,600 AI-related courses on the mySkillsFuture portal. These range from full qualifications for career transitions, to shorter modules for skills upgrading within existing roles.
2. There are full time courses, or shorter courses for those looking for a skills-top up.
3. Choice is good, but it can sometimes be overwhelming.

55. To address this, SSG will better curate and signpost high-quality courses, tagging them according to AI worker archetypes and highlighting those with strong training outcomes and employer support.

56. We will also monitor take-up rates, completion outcomes, and work relevance of such courses, to ensure that these programmes translate into real skills and real opportunities. Upskilling must lead to tangible progress for our workers.

57. Together with SSG's existing course fee subsidies and SkillsFuture Credits, these enhancements will make AI upskilling more accessible, affordable and targeted.

58. Third, learning continues beyond graduation.

1. From the second half of 2026, all IHLs will offer selected AI-related courses at significant discounts for all alumni, for a period of one year.
2. We hope alumni will use this opportunity not only to deepen their skills, but to reconnect with their institutions and professional networks, reinforcing a culture of lifelong learning.
3. The IHLs will release more details soon.

59. Through all of these moves, we are equipping our workers with the tools to adapt in an AI-transformed landscape. But beyond mastering AI as a tool, we must not lose sight of the qualities that set us apart.

1. Leadership and accountability. Communication and persuasion. Connection and caregiving.
2. These deeply human capabilities cannot be automated.
3. As AI becomes more powerful, these capabilities will become more valuable.

Conclusion

60. Mr. Chairman, we are living through a period of rapid change.

61. It is understandable that some may feel uncertain or anxious, about what lies ahead. But uncertainty does not mean helplessness.

62. Our schools and IHLs stand ready. Not just to help Singaporeans stay competitive in a global economy, but to help them navigate complexity with confidence.

63. We will update what we teach and how we teach.

1. If AI can generate answers, our people must ask better questions.
2. If AI can optimise systems, our people must uphold values.
3. If AI can accelerate progress, our people must decide its direction.

64. By deepening what makes us human, our students, our workers, and our country, can flourish in the age of AI.