What does it mean to educate in an age of artificial intelligence? This collection gathers perspectives that treat that question as genuinely open. Rather than settling on a single account of what AI is or does, the contributions explore it as a governance actor, a force reshaping curriculum, teaching, and assessment, a catalyst for rethinking equity and agency, and a new object of measurement. Their frameworks and findings often point in different directions. We offer them not as conclusions but as starting points—invitations to keep asking how learning, and the systems around it, might evolve.