A Study of Artificial Intelligence in Education: Opportunities, Challenges and Strategies for Transforming Teaching and Learning.
Abstract
Artificial Intelligence (AI) is rapidly transforming education by influencing teaching, learning, assessment, curriculum development, educational administration, and academic research. The emergence of generative artificial intelligence (GenAI) has further accelerated this transformation by enabling students and teachers to generate text, analyse information, develop learning materials, obtain feedback, and support problem-solving through conversational digital systems. While AI has considerable potential to improve educational quality, accessibility, personalization, and institutional efficiency, its implementation also raises important concerns related to academic integrity, data privacy, algorithmic bias, digital inequality, misinformation, teacher preparedness, student dependency, and the changing nature of assessment. This research paper examines the opportunities and challenges associated with the integration of AI into education and proposes strategies for its responsible and effective implementation. The study adopts a qualitative, review-based research methodology and synthesizes relevant literature, international policy documents, and contemporary educational frameworks. UNESCO's AI competency frameworks emphasize human-centred approaches, ethics, AI foundations, pedagogy, and professional development, while the OECD's Digital Education Outlook 2026 identifies emerging applications of generative AI across teaching, learning, assessment, research, and institutional management. The review indicates that AI should not be viewed as a replacement for teachers but as a supportive technology that can strengthen human-led education. Effective implementation requires institutional policies, teacher training, AI literacy, redesigned assessment systems, dataprotection mechanisms, equitable access, and continuous evaluation. The paper concludes that the educational value of AI depends not merely on technological availability but on pedagogical purpose, human agency, ethical governance, and institutional preparedness.