propose embedding AI proficiency into psychology curricula, mapping it onto established educational guidelines. This comment argues that the proposition could reach further and be more ambitious. I contend that psychology should prepare graduates not only as competent users of AI, but as active contributors to its design, evaluation, and governance. I emphasize three domains where psychology graduates who combine psychology proficiency and AI proficiency can make distinctive, interdisciplinary contributions: evaluating AI systems, designing human–AI interaction, and shaping AI governance and policy. Taking such an ambitious perspective will strengthen psychology's role in realizing human-centered AI.