Pedagogical Interaction and Social Values in Lifelong Learning in the Age of Artificial Intelligence

The rapid integration of artificial intelligence (AI) accelerates the need for continuous skill acquisition. Consequently, this increases the importance of lifelong learning while raising fundamental questions about pedagogical interaction and human social values. To remain competitive, individuals must constantly acquire new skills and enhance existing ones. The aim of the article is to evaluate the stability of individual social value systems and the role of pedagogical interaction in lifelong learning during AI integration. The study uses a quantitative survey (N = 160) with a retrospective self-assessment model based on Schwartz’s Theory of Basic Human Values. The study processed data in IBM SPSS using non-parametric tests (Wilcoxon signed-rank, Kruskal–Wallis, Kendall’s rank correlation) to analyze how digital skills and sociodemographics influence technology perception. Findings reveal core value systems remain statistically stable; AI integration causes no internal value conflict. Digital skill level, rather than age, is the most significant factor in AI perception. While participants highly rate AI’s potential to customize learning, they express concerns regarding technological dependence. In the lifelong learning ecosystem, AI is viewed as a didactic tool rather than an educator replacement, as technology cannot provide essential social interaction and emotional support. Finally, higher education fosters a critical attitude toward AI’s ethical risks.