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The Role of Artificial Intelligence in Enhancing Teacher–Student Interaction in Educational Settings
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Parinaz Toqdar Hosseini *   , Javad Jabari |
| Islamic Azad University of Tabriz - Tabriz - Iran & Sama Tabriz Organization |
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Abstract: (298 Views) |
This article examines the role of artificial intelligence in improving teacher–student interaction within educational environments. By delineating the dimensions of instructional communication including attention, feedback, synchronicity, personalization, and emotional support it proposes a practical framework for the deployment of intelligent solutions. The aim is to identify mechanisms that, through learning data analysis, content adaptation, real-time feedback, and decision-support tools for teachers, can enhance the quality of instructional dialogue and foster active student engagement. The research adopts an analytical–descriptive methodology based on library research and a critical review of reputable scholarly works. The findings indicate that intelligent tools, by modeling academic progress, diagnosing individual needs, suggesting learning strategies, and facilitating multifaceted communication, can strengthen self-regulation, motivation, and depth of learning. Achieving sustainable impact necessitates requirements such as secure data infrastructure, teacher data and technology literacy, ethical guidelines on privacy protection and algorithmic bias mitigation, and a continuous monitoring and improvement cycle. The article presents a four-step implementation framework comprising needs assessment at the school level, selection of tools aligned with educational objectives, professional capacity-building for teachers, and formative evaluation of impacts. The results underscore that the responsible use of AI does not replace human interaction but can empower teachers in guiding meaningful and equitable learning.
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| Keywords: teaching-learning process, learning personalization, real-time feedback, assessment |
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Type of Study: Research |
Received: 1400/01/09 | Accepted: 1400/01/09 | Published: 1400/01/09
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