Alphabet’s Ben Gomes tells University of Tokyo students learning must stay human in the AI era

Alphabet is putting a sharper point on what it sees as the next phase of education, with Google’s learning technologist telling students that AI will change how knowledge is accessed but should not replace the human elements of teaching and learning.

The message comes from a Google blog post dated June 9, 2026, which frames the discussion as a dialogue with students at the University of Tokyo. The post centers on Ben Gomes, Google’s Chief Technologist for Learning and Sustainability, and focuses on what “the future of learning” looks like as AI becomes a daily tool.

While the post does not lay out a new product roadmap in the way an earnings release would, it indicates that Google’s educational efforts are increasingly tied to the capabilities and limits of AI systems. The framing suggests that the company sees learning as more than content delivery, emphasizing how learners build understanding, make decisions, and apply knowledge in real-world settings.

In the broader AI-and-education debate, a common theme among global education and policy groups is that AI can support teaching, but that safeguards and pedagogy matter. For example, UNESCO has discussed the need to empower teachers as AI enters classrooms and the ethical and philosophical dilemmas posed by AI in education, while the World Economic Forum has argued that human skills become a larger advantage as automation spreads.

Google’s blog post positions the University of Tokyo dialogue within that context, implying that educators and students will need to adapt to new learning workflows where AI assistance is available. The practical implication, as framed in the post, is that students must learn how to work with AI tools while still developing foundational reasoning and judgment rather than outsourcing thinking entirely.

Still, key details are not disclosed in the publicly available material provided for review. The post summary available here does not specify which Google AI education tools were discussed, whether the conversation referenced specific classroom implementations, or what measurable outcomes Google expects. It also does not provide clear commitments on governance, data handling, or safety metrics for any education-related AI features.

Looking ahead, the most relevant question for observers is whether Google will translate this “learning in the AI age” framing into more concrete programs, partnerships, or product changes for educators and students. If the company continues to highlight learning leadership roles like Gomes’s, watchers may want to track announcements that connect AI assistance to assessment methods, teacher workflows, and responsible-use standards.