MizouAI offers teachers a platform to gain individualized student understanding about a topic. It provides personalized learning experiences for students by engaging in a conversation about unit topics and content. Additionally, MizouAI allows teachers to monitor each student's conversation. MizouAI even gives a "grade" for students based on their interaction and understanding of the content. It's a quick and easy way to engage students and gauge their learning through a fun, creative AI platform.

With the rise of GenAI tools in education, are the traditional pedagogies and philosophies of education in need of a refresh? Tim Evans states "AI is rapidly transforming education, and as this shift continues, I've been reflecting on how we manage change in such a dynamic environment. While much of the conversation focuses on the technology itself, we don't always discuss its impact on people and our practices." "The question is no longer whether AI will play a significant role in education; it’s how teachers, learners, and administrators can adapt their strategies and reimagine traditional practices to fully harness its potential" (Cooper, 2025). Ultimately, “are the teachers of today ready to develop the leaders we will need tomorrow?” (Allen, 2019)

The tandem use of HI and AI can develop aspects of creativity, critical thinking, academic and emotional intelligence, innovation, adaptability, teacher-student relationships, and clear communication in the learning process. While AI provides potential benefits, human intelligence (HI) should not be replaced or ignored. Human intelligence involves creativity, critical thinking, emotional intelligence, innovation, and adaptability (Human Intelligence Movement, 2024) that allows humans the ability to imagine, anticipate, feel, judge changing situation, and shift from short-term to long-term concerns without external databases (De Cremer & Kasparov, 2021). The premise is that AI will complement rather than substitute HI. 

Neurodiversity includes the different ways people’s brains process information and interact with the world around them. The idea is that there is no "correct" way for the brain to work and that differences should be embraced and encouraged. Eckel provides a different perspective about neurodiversity in that it identifies someone who is “differently abled” (Eckel, 2020). Another perspective shifts viewing neurodiversity as an impairment or deficit in brain function to recognizing the natural variations as unique strengths and challenges of individuals (Christner, 2024). Within the neurodiverse world, some common neurological differences among students can include autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), dyslexia, dysgraphia, dyscalculia, obsessive compulsive disorder (OCD), auditory processing disorder, sensory processing disorder, nonverbal learning disorder, language processing disorder, and visual perceptual or visual motor deficit. The overarching goal is to enhance the educational experience by providing educational strategies that can meet the unique needs of neurodiverse students. Often these practical strategies that are implemented in the classroom prove beneficial to other students’ learning as well.