The role of artificial intelligence in the transformation of the educational environment: an interdisciplinary approach to assessing the impact on students and educators

Abstract

The article presents an interdisciplinary analysis of the impact of artificial intelligence (AI) tools on the educational environment in the context of digital transformation. The aim of the study is to identify pedagogical conditions for the effective integration of AI into the learning process and to assess its influence on students' learning motivation, their socio-emotional well-being, and teachers' professional activities. A wide range of research methods was applied, including the analysis of scientific sources, generalization of empirical data, SWOT analysis, and comparative evaluation of Ukrainian and international experiences in implementing generative models in secondary and higher education. The theoretical foundation of the study is based on the self-determination theory developed by R. Ryan and E. Deci, which explains how the fulfillment of basic psychological needs—autonomy, competence, and relatedness—affects sustained learning motivation. The results demonstrate that the implementation of AI tools, particularly ChatGPT, significantly transforms the logic of interaction between teachers and learners, enhances the adaptability of educational content to individual characteristics, expands the possibilities of personalized learning, and shapes a new architecture of the educational space. AI also fosters cognitive flexibility, critical thinking, initiative, and provides students with timely and accessible feedback. At the same time, the study reveals several challenges: a gap between the digital literacy levels of younger learners and the readiness of older teachers to adopt new technologies; lack of methodological resources; technical limitations of school IT infrastructure; risks to academic integrity; and the danger of superficial knowledge acquisition due to excessive reliance on “ready-made answers” generated by AI systems. The socio-psychological dimension of the study emphasizes the importance of intergenerational dialogue, the support of participants’ socio-emotional well-being, and the adaptation of pedagogical strategies to new digital realities. The authors highlight the need to promote a culture of ethical AI use in education, implement programs for enhancing teachers' digital competence, and create institutional conditions for the safe, effective, and inclusive application of intelligent technologies.