The increasing use of artificial intelligence within educational practice raises many important questions about the future role of pedagogical concepts long considered fundamental. One such example is the notion that understanding comes about through forms of explanation. Given the lack of transparency in current generative AI models, it is reasonable to ask what impact this will have on the need for explanations within teaching and what this means for its relationship to student understanding. Will the widespread use of generative AI technologies result in enhanced learning opportunities or does it mean that students will simply offload crucial parts of the learning process without any compensatory benefits? While research in Artificial Intelligence in Education (AIEd) continues to grow, there remains a significant gap in incorporating educational research perspectives. Most AIEd research is dominated by those with an engineering background, focusing heavily on technological design and development. This engineering-centric approach may often overlook the viewpoints of educational researchers and teachers, leading to a narrow understanding of AI’s role in educational settings. This paper takes a distinctly educational research perspective, examining how AI-driven tools may be shaped to enhance learning, understanding, and competency in contemporary education.