Artificial Intelligence in the Education System: Why Technologies Cannot Replace the Teacher

Introduction. In the context of rapid technological progress, the discussion of the role of artificial intelligence in education acquires a philosophical and anthropological dimension. Since education is not merely the transmission of knowledge but a process of forming the subject, their values, modes of thinking, and cultural identity, it cannot be reduced to algorithmic procedures. Artificial intelligence, as a product of digital culture and a reflection of its drive toward acceleration and standardization, lacks such anthropological qualities as reflection, freedom, and creative thinking qualities that constitute the essence of human education. Therefore, the issue of AI’s application in teaching is inevitably connected with defining the boundaries of technological intervention in the formation of personality.

Methodology and sources. The methodological framework is based on interdisciplinary systemic and comparative analytical approaches. The study draws on the concepts of Wayne Holmes, who explores the structure of AIED, and Kai Fu Lee, who emphasizes the symbiosis between humans and AI, as well as UNESCO recommendations and the Beijing Consensus concerning the role of the teacher.

Results and discussion. The main barriers include insufficient digital skills, psychological caution, and an underdeveloped regulatory framework. AI is used primarily for routine tasks, and the optimal development model is recognized as the “teacher + AI” format. From the perspective of the philosophy of education, educational activity is not merely the transmission of knowledge it is a space of dialogue, a meeting between master and learner. In this process, the teacher acts not only as a bearer of information but also as a carrier of meaning. Genuine educational influence is possible only in live interpersonal communication. An algorithmic system, with its predetermined answers and decisions, does not possess existential openness.

Conclusion. Summarizing the results, it can be argued that the problem of integrating AI into education is not only technical and organizational but primarily philosophical. It concerns the choice of a model for the future: will education form a unique individual capable of critical thinking and creativity, or will it become a system of algorithmically organized production of competencies? This choice determines not only the quality of professional training but also the cultural character of society.

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