Artificial Intelligence in Education – A New Perspective on the Quality of the Didactic Act

Abstract

Digital technologies have become an indispensable part of education rather than a matter of choice. Their effectiveness and practical value are widely recognized, and when embedded into the educational process, they reshape how teaching and learning take place. Investing in educational technologies leads not only to better academic performance but also supports learners in developing the skills needed to navigate a constantly evolving world. Given these clear benefits, educational institutions must actively embrace and support digital technologies as a core component of modern education. Artificial Intelligence (AI) has emerged as a highly influential and rapidly developing tool, making its way into numerous domains, education included. The adoption of AI-driven tools offers significant potential for enhancing the educational process; however, this integration must be approached thoughtfully, ethically, and on a solid theoretical basis. Educators are increasingly examining how AI can support and refine teaching and learning, while maintaining the understanding that technologys role is to assist rather than replace the learning process. By taking over repetitive and routine tasks, AI allows educators and learners alike to devote more time and energy to distinctly human capacities such as creativity, critical thinking, and innovation. This paper focuses on identifying the AI tools currently used in teaching, learning, and research, clarifying the role of artificial intelligence in education, and outlining possible ways to enhance the quality of the teaching process. To achieve these objectives, the study relies on a combination of theoretical and practical research methods. These include documentation, inquiry, analysis, deduction, generalization, among others. The findings indicate that artificial intelligence does not replace teachers; instead, it supports them by enabling personalized learning recommendations and immediate feedback for learners, as long as its use remains balanced and well considered. UDC: 004.8:37.026; JEL: A20, A21, A22, A23, A29