The Future of Education

The rapid integration of artificial intelligence (AI) technologies into educational environments has generated new opportunities for personalized learning, assessment efficiency, and instructional innovation. At the same time, this accelerated digital transformation raises significant psychological and ethical concerns for teachers and learners alike. The present paper explores the psychological risks and ethical challenges associated with AI integration in educational contexts, from the perspective of educational psychology and institutional responsibility. The analysis focuses on emerging risks such as increased teacher anxiety, perceived loss of professional autonomy, depersonalization of educational relationships, cognitive overload, and the potential intensification of work-related stress and burnout. In parallel, the paper addresses key ethical challenges, including issues of transparency, accountability, data privacy, equity, and the shifting boundaries of responsibility in AI-mediated decision-making processes. Drawing on recent theoretical frameworks and policy-oriented literature, the paper argues that the impact of AI in education cannot be understood solely in technological terms, but must be situated within broader organizational, cultural, and ethical contexts. Particular emphasis is placed on the role of educational institutions in establishing ethical guidelines, fostering digital competence, and supporting teachers’ psychological adaptation to AI-based tools. The paper concludes by proposing a set of educational and organizational recommendations aimed at promoting responsible AI use, safeguarding psychological well-being, and preserving the human-centered nature of education in an increasingly automated landscape