Education in the era of generative AI faces a pivotal transformation. As AI systems reshape professional practices-from software development to creative design-educators must reconsider how to prepare students for a future where humans and machines co-construct knowledge. While tools like ChatGPT and Claude automate tasks and personalize learning, their educational potential depends on how meaningfully they are integrated into learning environments. This paper argues that Learning Management Systems (LMSs), as the core of educational practice, must evolve from static content repositories into dynamic ecosystems that cultivate higher-order thinking and meaningful human-AI interaction. We propose two guiding principles for integrating generative AI into LMSs. First, From Content Delivery to Fostering Higher-Order Thinking, emphasizing AI's role in supporting inquiry, collaboration, and reflective knowledge building. Second, Toward Meaningful Interaction with AI, highlighting the design of learning environments that nurture critical, intentional, and socially mediated engagement with AI. Drawing on a case study of CheckIT Learning, we illustrate how these principles can translate into practice. We conclude with the need for Edtech partnerships in an AI-powered world, underscoring that responsible AI integration in education requires sustained collaboration among researchers, educators, and technologists to ensure ethical, pedagogically grounded, and cognitively informed innovation.

翻译：生成式人工智能时代的教育正面临关键转型。随着人工智能系统重塑从软件开发到创意设计的专业实践，教育工作者必须重新思考如何培养学生适应人机协同建构知识的未来。尽管ChatGPT和Claude等工具能自动化任务并实现个性化学习，但其教育潜力取决于它们与学习环境整合的深度。本文认为，作为教育实践核心的学习管理系统必须从静态内容存储库演变为培养高阶思维和有意义人机交互的动态生态系统。我们提出将生成式人工智能融入学习管理系统的两大指导原则：第一，从内容传递转向培养高阶思维，强调人工智能在支持探究、协作和反思性知识建构中的作用；第二，迈向与人工智能的有意义交互，着重设计能培育批判性、意向性和社会性中介的人工智能参与机制的学习环境。通过CheckIT Learning的案例研究，我们阐释了这些原则如何转化为实践。最后，我们强调人工智能赋能世界中教育技术合作的必要性，指出教育领域负责任的人工智能整合需要研究者、教育工作者和技术专家持续协作，以确保符合伦理、教学基础扎实且认知科学的创新。