The text discusses the role of artificial intelligence (AI) in education as a groundbrea-king but complex field that requires thoughtful pedagogical and ethical integration. First, we distinguish between »spontaneous« and »planned« technologies and point out that tools like ChatGPT often enter schools without proper evaluation, training, and strate-gies. Empirical research suggests that generative AI has positive effects on learning out-comes and motivation, but also highlights risks (hallucinations, dependence, plagiarism, reduced interaction, and cognitive engagement). The debate on the future of AI focuses on three perspectives: replacing the teacher, prohibition, and augmentation; the latter advocates AI as a support, with the teacher remaining the key mediator of learning. Ethical and legal considerations (data protection, algorithmic bias, fairness) and the de-mand for transparency, accountability, and literacy in AI provide the framework for re-sponsible use of Gen-AI. At the level of didactic strategies, AI enables personalization (adaptive paths, intelligent tutors), innovative approaches (gamification, project-based learning, links to VR/AR), and the development of learning analytics from descriptive to predictive/prescriptive, which supports timely pedagogical intervention. In conclusion, we emphasize that the best effects of AI are achieved through the synergy between da-ta-supported tools and the professional judgment of teachers, while respecting ethical standards and the contextual needs of learners.
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