> Majorities of educators say student interactions drive their sense of mattering
Aren’t these two different things? While interactions with students are certainly important and represent the point where teachers can exert the greatest influence, the ultimate priority is how effectively the subject matter is conveyed. Planning and preparing lessons, for instance, may not provide a sense of mattering, but remains an essential prerequisite for being able to conduct the lesson in the first place and therefore does matter.
In other words, the danger I see here is that, for students, grades are ultimately what matter most. However, if a teacher has Claude create their teaching material and the students then solve the tasks via Claude, which are then corrected by Claude, then we have basically the same effect as a functional collapse in JEPA.