ARTIFICIAL INTELLIGENCE IN SCHOOL EDUCATION: NEW HORIZONS OF TEACHING AND LEARNING
Abstract
DOI: https://doi.org/10.26565/2074-8922-2025-84-06
Abstract. This article provides a comprehensive analysis of the opportunities and challenges
associated with the integration of artificial intelligence (AI) in school education, focusing on both global
trends and the specific context of Ukraine. The purpose of the study is to assess the impact of AI
technologies on teaching and learning processes, to identify how these innovations can enhance educational
quality, transform the teacher‘s role, and improve accessibility for diverse student populations.
The research employs a systematic review of scientific literature and practical case studies on the
implementation of AI in schools worldwide from 2019 to 2025. A comparative approach is used to evaluate
the effectiveness of intelligent systems in developed countries and in Ukraine, with particular attention to adaptive learning platforms, automated assessment tools, and inclusive technologies for students with special
needs. The analysis considers the current state of educational infrastructure and the technological readiness
of schools.
The findings demonstrate that AI significantly increases learning efficiency through personalized
instruction, which allows educational content to be adapted to individual student needs. Studies indicate that
the use of adaptive platforms can improve student achievement by 10–25% on average. Automation of
routine tasks, such as grading and scheduling, saves teachers considerable time, enabling them to focus on
creative and mentoring activities. Inclusive AI-driven technologies expand access to education for students
with disabilities, contributing to greater equity in learning opportunities.
However, the study also identifies substantial risks and barriers to effective AI integration. These
include limited access to technology in rural areas, digital inequality, psychological pressures on students
due to constant monitoring, and ethical issues related to algorithmic bias and data privacy. The teacher‘s role
is evolving from a traditional knowledge transmitter to a mentor and facilitator who supports the
development of students‘ critical thinking, creativity, and social-emotional skills. This transformation
requires new competencies in data analysis, digital literacy, and the ethical use of AI tools.
The article concludes that while AI opens new horizons for school education by enhancing its quality,
accessibility, and inclusivity, the successful implementation of these technologies depends on the
development of robust infrastructure and comprehensive teacher training. Coordinated efforts are needed to
address digital divides, establish ethical standards, and provide ongoing professional development for
educators. The authors recommend a balanced approach that maximizes the benefits of AI while minimizing
risks, ensuring that technological innovation complements rather than replaces the human dimension of
education.
In cites: Kanevska О., Chornyy G. (2025). Artificial intelligence in school education: new
horizons of teaching and learning. Problems of Engineering Pedagogic Education, (84), 72-83.
https://doi.org/10.26565/2074-8922-2025-84-06 (in Ukrainian)
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