<scp>AI</scp> ‐Powered Education: Transforming Teacher‐Student Interactions and Advancing Sustainable Learning Practices

ABSTRACT This study explores the multifaceted impact of Artificial Intelligence (AI) on education, particularly its transformative role in reshaping teacher‐student interactions, enhancing personalised learning and contributing to sustainable educational development. As AI technology rapidly advances, its integration in education is driving significant changes in teaching methodologies, student autonomy and the overall educational ecosystem. While AI demonstrates substantial potential to improve learning outcomes through personalised learning paths, intelligent assessments and real‐time feedback, it also brings forth several challenges. These include concerns regarding teacher‐student dynamics, ethical implications and educational equity. The study reveals that the acceptance and adaptability of both teachers and students play a crucial role in determining AI's effectiveness in the classroom. Teachers' evolving roles, as well as students' increasing autonomy, underscore the need for critical thinking and ethical decision‐making skills, which are essential for maximising the benefits of AI. However, the research also identifies the risks associated with AI exacerbating existing inequalities, particularly in regions with limited technological access. The findings highlight the necessity of ensuring equitable access to AI resources, especially in disadvantaged areas, and emphasise the importance of comprehensive teacher training to support effective AI integration. By examining the global application of AI in education, the study provides policy recommendations aimed at fostering the fair use of AI, ensuring that its integration does not deepen educational disparities but rather contributes to the broader goals of sustainable development in education. This research offers insights for policymakers and educators seeking to navigate the complexities of AI in educational practice, ensuring that AI acts as a tool for empowerment rather than displacement.