The paper explores the transformative impact of Generative AI on education, emphasizing a comprehensive cultural shift. A three-dimensional model of culture, encompassing spiritual, social, and technological components, serves as a framework for analyzing this shift. Traditionally, education has emphasized social culture, reinforcing societal norms. However, the rise of Generative AI introduces a need to balance this with spiritual and technological components. Spiritual culture, defined as ‘Existential Self-Awareness,’ fosters creative freedom, allowing learners to explore their identity and values. Social culture is undergoing significant changes due to ‘Generative Socialization,’ as AI agents like chatbots create new interactions between teachers, students, and AI, fostering novel forms of collaboration and communication. Technological culture, once merely instrumental, has now become epistemological, generating new knowledge through human-AI interaction, described as ‘Epistemological Technological Culture.’ Using the example of the constructionist approach to learning, this paper demonstrates how Generative AI is changing educational practices, providing opportunities for personalized learning and transforming the traditional dynamics of classrooms. This shift compels educators and students to adapt to a new educational environment where AI becomes a collaborative partner, fundamentally rethinking roles, the process of knowledge acquisition, and human self-perception within the educational system. This study provides a framework for understanding and adapting to the transformative potential of Generative AI in education.