GenAI (Generative Artificial Intelligence) will have a growing role within formal education. What should that role be? How do we treat GenAIs as an opportunity to enhance and reenergise teaching and learning? This theoretical article suggests that answers to these questions should start with our foundational psychological theories about what students need to function and develop well in educational environments. The article outlines how psychological needs theory, focusing on students' basic psychological needs for competence and relatedness might be a path forward. Teacher behavior supporting these psychological needs (i.e., involvement and structure), which have established relationships with learning outcomes, are used as a base for discussing the potential roles of human and AI instructors. A co-piloting model that draws on the strengths of each instructor is framed and suggested as a possible way forward for research and practice in this area. Further research is needed to continue to develop this initial theoretical framing of co-piloting and assess if and how it can contribute to herald a brighter future for students across educational levels and contexts.