The aim of this study is to examine instances of meaning and meaninglessness in education, with reference to the thoughts of Albert Camus in the technological age. A deductive method has been employed to extract the educational implications; in this approach, by adopting a specific philosophical stance, its consequences and implications for the field of education are derived. The findings indicate that the fundamental challenge of education in the age of artificial intelligence is not merely the transmission of knowledge, but rather the preservation of the capacity for meaning-making, human agency, and responsibility in the face of intelligent technologies. The instances of meaning and meaninglessness identified include: indirect versus direct education, human agency versus technological agency, ambiguity, uncertainty, and alienation versus certainty and definitive knowledge, solidarity versus isolation, and the creation of meaning versus the transmission of meaning. Drawing on Camus's teachings, meaningful education should prepare learners for a conscious encounter with meaninglessness and keep questioning alive. This study demonstrates that in the technological age, education must emphasize human agency, responsibility, solidarity, and the creation of meaning, rather than merely the transmission of knowledge.