Session Outline:
The Next Disruption isn't Digital, it's Cognitive

This presentation explores the evolving realities of Generative AI adoption and its profound impact on how people think, learn, and make decisions. As GenAI becomes embedded in everyday life, it is no longer simply a tool for productivity or automation - it is actively reshaping human cognition. The session argues that the next major disruption is not digital, but cognitive, challenging long-held assumptions about knowledge, intelligence, and learning.

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Prof. Montebello will examine how reliance on AI systems influences critical thinking, problem-solving, and creativity, raising important questions about dependency and intellectual autonomy. The talk will also address the urgent need to rethink education, moving beyond traditional assessment models toward approaches that prioritise reasoning, curiosity, and original thought. Ultimately, this session calls for a deliberate redesign of learning frameworks to ensure that human thinking remains central in an AI-augmented world.

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About   Profs Montebello

Professor Matthew Montebello is Head of the Department of Artificial Intelligence at the University of Malta, with over 35 years of academic experience spanning education, computer science, and emerging technologies. He holds a PhD in Computer Science from Cardiff University and a doctorate in education, reflecting his interdisciplinary expertise in artificial intelligence and learning sciences. His research focuses on Generative AI in education, particularly in personalisation, assessment design, and human-AI collaboration. He is the principal investigator of major national projects, including AIMS-Lab and ACCLAIMED, which explore audio-visual generative AI and global, multilingual learning.

Professor Montebello is actively involved in institutional strategy through committees on digital education and AI, and frequently delivers workshops to academics, policymakers, and industry. His work emphasizes ethical, human-centred AI adoption and the redesign of education systems in response to emerging technologies.