Artificial Intelligence (AI) is rapidly transforming the landscape of education, offering new opportunities for personalized learning, automated assessment, and intelligent tutoring systems. However, while developed countries are increasingly embedding AI into their curricula, many developing nations face serious challenges in adopting such technologies, ranging from infrastructure limitations to teacher preparedness and ethical concerns. This study critically examines the duality of AI in education by deconstructing its pedagogical promises and potential pitfalls. Through a conceptual analysis anchored in the TPACK framework, SAMR model, and critical pedagogy, this article explores how AI impacts the role of teachers, curriculum design, and educational equity. The paper concludes with strategic recommendations for policymakers and educators in developing countries to ensure the responsible, contextual, and inclusive integration of AI into educational systems.
Ade Nandang Mustafa (2025) studied this question.