In 2011, when two Stanford professors – Andrew Ng and Daphne Koller – began offering free online courses, they encountered something extraordinary. More than one hundred thousand learners signed up for each course, an audience far larger than any classroom, lecture hall, or even university system could ever host. This response revealed something simple yet profound: the world was eager for accessible, high-quality knowledge. (https://chbrown.github.io/kdd-2013-usb/kdd/p2.pdf)
Coursera, founded in 2012, emerged as one of the pioneering platforms of the MOOC (Massive Open Online Course) movement. Soon, leading universities – Stanford, Princeton, Michigan, Duke and others – joined in and education began to spill beyond campuses into the hands of anyone with an Internet connection. What printing had achieved for the written word, MOOCs began to achieve for university-level learning: expanding the circle of who gets to learn.
But technology did not stop there. While MOOCs delivered information, AI (Artificial Intelligence) began shaping tools that could interact with learners. Unlike a textbook, these tools could respond, adjust, explain, and guide. AI assistants such as ChatGPT represent a moment when
education becomes personalized, flexible, and available at any hour of the day. They are not simply repositories of information – they are companions in thinking.
The roots of ChatGPT lie in a breakthrough known as the Transformer architecture, introduced in 2017 under the title “Attention Is All You Need.” This innovation made possible a family of models – GPT-1, GPT-2, GPT-3 and further – capable of understanding patterns in human language at remarkable depth. Over time, ChatGPT evolved from a single model into a spectrum of specialized assistants, able to analyze, create, and collaborate. (https://developers.openai.com/api/docs/models)
Yet the idea that knowledge will one day reach everyone, without distinction, is not new.
A narration attributed to Prophet Muhammad (peace be upon him) conveys a striking divine promise:
“God said, ‘In the end of time, I will spread knowledge so widely that men and women, the free and the enslaved, the young and the old – everyone – will have the opportunity to learn.’” (Ibn Abd al-Barr. Jami’ Bayan al-‘Ilm wa Fadlih)
This narration is not found in the authenticated primary sources due to weak chain of narration. It is found in secondary sources; but the fact that renowned scholars like Ibn Abd al-Barr noted it in their works makes it worth pondering over. This wise saying predicts not simply an expansion of education, but a transformation of society. In a world where access to learning has historically been shaped by gender, wealth, age, or social position, these words imagine a future where knowledge becomes universal and where the privilege of learning dissolves into a shared human inheritance.
“Men and women” – a hint that gender will no longer determine who may seek understanding. “The free and the enslaved” – that knowledge will transcend status and economic barriers. “The young and the old” – that learning becomes lifelong, not limited to childhood and youth.
One cannot help but assume that long before our age of digital platforms and AI, a future where learning flows to all corners of society was already being imagined in the ancient world. It is not difficult to see resonances with the present moment: AI tutors on smartphones, open courses from world-class universities, translated materials, adaptive learning systems, and global communities of learners who can study together without ever meeting in person.
From this perspective, AI technology is not an isolated achievement of the 21st century; it is part of a broader human journey toward expanding the horizons of knowledge. And perhaps, as this narration suggests, it is also part of a spiritual journey, one in which the spread of learning reflects a divine mercy extended to all people.
