Although it seems that AI is revolutionizing and controlling a large part of the aspects of our lives, and the future cannot be imagined otherwise than under the influence of technology, one cannot, however, deny the duality of the process. On the one hand, digital identities, online communities, and the tailored nature of cultural experiences can be seen as elements that contribute to the development of contemporary society. On the other hand, AI algorithms have the ability to limit and influence exposure to specific perspectives, which may eventually result in the manipulation of society as a whole. Understanding the complexity of the juxtaposition between AI and socio-cultural identity can have the effect of developing a superior societal model, but, at the same time, the refusal of integration can be seen as a regression in development.

In this situation, education becomes an even more sensitive subject than it was before, particularly when considering the way it helps individuals comprehend, accept, and integrate the traditional ways of relating to socio-cultural identity with the resulting effects of the technological revolution we are currently experiencing.

It is crucial that educational paradigms undergo transformation to reflect the updated learner profile in the new environment that is emerging before our eyes. This will ensure that everyone benefits from the learner's possible entry into the workforce. The article proposes a critical analysis of the concept of socio-cultural identity in the current context, under the influence of the changes brought about by the exponential growth of the role of technology in a key area of ​​society, such as education, while also seeking answers to the question: what is the new role that cross-curricular competencies must play in the AI-economy-school-society system?