If AI literacy taught us how to use intelligent systems, intelligence management asks a harder question: how do we remain responsible when those systems begin to reason, recommend, and decide at expert levels?
This working paper argues that education must move beyond tool use toward the cultivation of human authority over AI in consequential settings. It introduces intelligence management as a framework for directing, interrogating, calibrating, and governing AI outputs, reframes the teacher as an orchestrator of epistemic judgment, and outlines curriculum and equity shifts needed to prepare students not merely to work with AI, but to remain accountable for what is done with it.
