Introduction:
The perspectives or worldviews of students are shaped by the knowledge they have accumulated, the experiences they have had, and the meanings they have identified. In the pre-AI age, students developed their perspectives through their own intelligence, guided by the mentoring of teachers and society at large. AI tools have now established themselves as predominant instruments in developing perspectives in the AI age. Their influence has grown to such an extent that they can no longer be neglected in any discussion of AI-native education. This paper examines the extent of influence exerted by AI tools on the development of student perspectives in the AI age, providing guidelines for both collaboration and complementarity with AI tools in nurturing these perspectives.

Objective:
This paper aims to identify the roles of AI tools in developing student perspectives in the AI age. It delineates areas where perspectives can be developed in collaboration with AI tools and identifies unique areas where students must exercise mastery or core competency. In short, the paper elaborates on ways to develop perspectives and worldviews both in collaboration with and complementarity to AI tools.

Methodology:
The paper adopts a descriptive method, providing a systematic account of the development of student perspectives in the AI age. It develops a narrative that incorporates the influence of AI tools in the process while highlighting human core competencies.

Results:
The results suggest that the development of student perspectives in the AI age is a process that requires both collaboration and complementarity with AI tools. Data perception and semantic perception can be achieved in close collaboration with AI tools, whereas contextual perception and metaphysical perception rely significantly on human agents. Data perception involves processes like pattern identification, scenario creation, and summarization, while semantic perception involves fuzzy perception, inferential perception, and transdisciplinary perception. These can be accomplished to a great extent in collaboration with AI tools. Conversely, contextual perception encompasses experiential perception, which includes sensory perception, emotional perception, and sociocultural perception, while metaphysical perception includes aesthetic perception, ethical perception, and teleological perception. These latter processes depend largely on human core competencies.

Conclusion:
The development of student perspectives in the AI age is a complex process requiring both collaboration and complementarity with AI tools. Students need to differentiate areas of perspective development where they can collaborate with AI tools from those that require their unique core competencies. By properly combining these aspects, students can develop suitable perspectives that render themselves sustainable in the AI age.

Keywords: Data perception, Semantic Perception, Physical perception, Metaphysical perception, Fuzzy perception, Inferential perception, Transdisciplinary perception, Sensory perception, Emotional perception, Sociocultural perception, Aesthetic perception, Ethical perception, Teleological perception.