Integrating Artificial Intelligence in Classroom Learning: Opportunities and Challenges for Student-Centered Pedagogy

Abstract

This study examines the integration of Artificial Intelligence (AI) in classroom learning and its implications for student-centered pedagogy in contemporary educational environments. The research aims to analyze the opportunities, challenges, and pedagogical transformations associated with AI-supported learning practices. The study employed a qualitative approach using a case study design because this method enabled an in-depth exploration of participants’ experiences, instructional practices, and institutional contexts related to AI implementation. The research was conducted at Global Future Senior High School and Digital Learning University located in Jakarta and Tangerang, Indonesia, as both institutions actively implemented AI-based educational technologies in classroom instruction. The study involved fifteen informants consisting of teachers, lecturers, educational administrators, students, curriculum officers, and educational technology specialists selected purposively due to their direct involvement in AI-supported learning activities. The findings revealed that AI integration enhanced personalized learning, student engagement, collaborative participation, and instructional flexibility. However, challenges related to technological readiness, ethical concerns, academic integrity, and pedagogical adaptation remained significant issues. The study recommends strengthening digital pedagogical training, institutional technological support, and ethical AI literacy programs to ensure balanced, inclusive, and student-centered educational transformation in the digital era.