ABSTRACT The integration of Artificial Intelligence (AI) into educational settings has transformed traditional classroom management, yet there is a need to understand how these tools dynamically influence teaching practices and student outcomes over time. While prior research has established the benefits of smart classrooms, a gap remains in examining the longitudinal relationships between AI‐assisted management, personalized teaching, and student engagement within a unified structural model. Grounded in Sociocultural Theory and Self‐Determination Theory, this study investigates the evolving role of AI‐assisted classroom management tools in shaping personalized teaching, enhancing teacher–student interactions, and fostering student engagement through a time‐series analysis. Drawing on data from 406 in‐service English language teachers in Hefei and Handan, China, the research employs structural equation modelling using AMOS to examine the role of AI integration. The results reveal that AI tools significantly improve instructional strategies and personalized teaching, enabling educators to better address individual student needs and cultivate stronger classroom relationships. These improvements in teacher–student interactions are positively associated with increased student motivation and engagement. Time‐series analyses further reveal that the relationship between AI tools and educational outcomes becomes increasingly robust over time, with teaching adaptability and student results showing consistent positive associations as AI familiarity grows. This study contributes to the literature by providing empirical evidence on the temporal dynamics of AI integration, highlighting its potential as a transformative mediator in the classroom. The study was conducted ethically, with informed consent obtained from all participants, and findings underscore the importance of sustained and strategic AI integration to enhance pedagogical practices and learner engagement.
Zhang et al. (Sat,) studied this question.
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