Publication Details
Abstract
The rapid integration of Artificial Intelligence (AI) into the educational landscape marks a fundamental paradigm shift, moving beyond mere digitization toward a systemic redefinition of instructional roles. This paper explores the transition from traditional, teacher-centric models to a "Triadic Collaborative Framework" involving the educator, the learner, and AI. Through a qualitative meta-synthesis of literature from 2019–2026, the study evaluates shifts in cognitive load, student agency, and assessment efficacy. While AI offers a scalable solution to the "Two-Sigma Problem" of personalized instruction, it introduces significant risks regarding cognitive atrophy and algorithmic bias. The article concludes that the "Redefined Classroom" requires institutional reform in assessment design and a shift in the teacher’s role toward socio-emotional orchestration.