Integration of AI in Education: A Sociological Study

Abstract

Artificial Intelligence (AI) is rapidly reshaping educational practices, institutions, and relations among students, teachers, and families. This paper synthesizes recent literature and policy documents to examine the sociological implications of AI integration in education. Using a sociological perspective this paper analyzes how AI alters pedagogy, teacher roles, equity, access (digital divides), assessment and edtech. The present paper concludes with policy recommendations that aim to maximize pedagogical benefits while minimizing harms related to inequality, privacy, and commodification of learning.

Key Words: Artificial Intelligence in Education, Digital Divide, Educational Inequality, Technological Determinism, Social Stratification, E-learning and Automation, Human-Machine Interaction, Knowledge Society