This article reviews the literature on the role of Artificial Intelligence (AI) and how teachers’ roles are preceived within the field of Artificial Intelligence in Education (AIED). Background: The role of AI in education is rapidly expanding, and reviews are descriptive analysis are alsom increasingly prevalent in the educational literarture. Objective of the Study: The study aims to review existing literature on the role of AI applications in enhancing instructional strategies in school education. A total of 30 published articles were analyzed to identify the roles assigned to AI in relation to learners, teachers, knowledge, and the classroom environment as a whole—such as supporting motivation or providing personalized feedback—with the goal of improving the educational process in school settings. The findings reveal a significant overlap between teachers’ roles and what AI is being developed to achieve within the field of AIED. Although fully automating teachers’ roles may not be feasible in the foreseeable future, the ambition of research in this area appears to be the automation of an increasing number of educational functions traditionally performed by teachers.Study Design: A systematic review approach was adopted, using content analysis of 30 prior studies focused on the employment of AI in enhancing educational strategies in school education, as well as the challenges associated with this enhancement. The study reached several key findings, most notably: * AI applications contribute to enhancing and expanding the teacher's role, making it more comprehensive and integrated. * They help stimulate student motivation and encourage continued learning. * They support the effective and efficient use of various teaching strategies. * They contribute to curriculum digitization and provide appropriate virtual learning for students of all levels. * They enable the identification of students’ strengths and weaknesses, thus allowing for personalized guidance tailored to each learner’s capabilities, which in turn fosters the development of various student skills.
AlQuraini et al. (Sun,) studied this question.