["British Journal of Educational Technology, Volume 57, Issue 3, Page 639-654, May 2026. ", "\n\nGenerative AI presents a profound challenge to the existing structures and purposes of education. It forces us to reconsider not only how we teach and learn but also, more fundamentally, what education is for. This conceptual paper argues that, in order to integrate AI into education in a way that can meet the major challenges facing humanity, ranging from ecological crisis to the future of democratic societies, we must reframe education. Drawing on the nature and potential of generative AI in conjunction with educational theory, we propose a double dialogic pedagogy that recognises education as both teaching thinking through dialogue and inducting students into participation in the long‐term powerful dialogues of culture. We relate this double dialogic pedagogy with AI to education for collective intelligence. This pedagogy positions AI not as a replacement for human thinking, but as a partner in expanding the space of dialogue. By articulating this theoretical foundation, we offer a basis for the future design of educational practices and technologies that can support human flourishing in an age of accelerating technological change.\n\n\n\n\nPractitioner notes\nWhat is already known about this topic\n\nThe rise of generative AI, particularly large language models, poses both opportunities and challenges for education.\nWhile existing research highlights AI's potential to support personalised learning through intelligent tutoring systems, concerns remain about its possible negative impact on students' critical and creative thinking.\nPrevious studies have also noted the need for educational theory to keep pace with technological developments, yet little work has been done to articulate a pedagogical framework that addresses the broader societal and environmental challenges of the AI era.\n\nWhat this paper adds\n\nThis paper proposes a double dialogic pedagogy as a theoretical foundation for integrating AI into educational design.\nIt situates current developments in AI within a historical and philosophical context, drawing on dialogic theory and the concept of the pharmakon to argue that AI is neither inherently beneficial nor harmful, but depends on pedagogical framing.\nThe paper advances the field by explicitly linking AI‐supported learning to education for collective intelligence, offering concrete illustrations of how AI can support both dialogic learning and induction into long‐term cultural dialogues.\n\nImplications for practice and/or policy\n\nThis paper suggests that educational practice should shift from focusing on individual knowledge acquisition towards cultivating collective intelligence through dialogic pedagogy.\nPolicymakers and educators are encouraged to design AI‐supported learning environments that promote collaborative problem‐solving and critical engagement with real‐world challenges, such as those posed by the Anthropocene.\nAssessment policies should be re‐evaluated to reward collaborative inquiry and ethical reasoning, rather than individual content reproduction.\nThis reconceptualisation positions education as a key enabler of planetary‐level self‐regulation and human flourishing in the face of technological and environmental disruptions.\n\n\n\n\n"]