AI-Powered Conversational Assistants: Advantages, Challenges, and Opportunities in Education. Over the past decade, AI-powered conversational assistants have become an integral part of the modern digital environment, finding increasing use in education. Their applications range from simplifying access to information and supporting learning to automating administrative tasks in teaching processes. Given their growing influence and potential, questions arise about how to effectively and ethically integrate conversational assistants into teaching and learning practices. This literature review aimed to explore the use of conversational assistants in education and analyze their potential, limitations, and challenges.

The research is based on a systematic review of literature, including scholarly articles published over the last decade. The selected sources were categorized by application areas of conversational assistants: learning support, personalized education, inclusivity, communication skills development, and relieving teachers of administrative burdens. Both empirical and conceptual studies were included, covering various student age groups and cultural contexts. Data were analyzed qualitatively by identifying key themes and quantitatively through a synthesis of empirical findings.

The results indicate that conversational assistants enable tailored learning by automating repetitive tasks and adapting content to the specific needs of students. Empirical studies report increased motivation, improved access to learning materials, and enhanced language and communication skills, particularly in learning foreign languages. Additionally, conversational assistants ease teachers' workloads by reducing administrative tasks and providing supplementary resources for lesson preparation. However, challenges such as limited capability for complex interactions, dependence on technology, ethical concerns regarding data privacy, and unequal access in less technologically advanced schools were highlighted.

The significance of these findings lies in providing guidelines for integrating conversational assistants into education. A gradual introduction of these technologies is recommended, supported by appropriate teacher training and the development of clear policies to protect student data privacy. Conversational assistants hold the potential to transform education by increasing accessibility, personalization, and interactivity. However, their use requires careful planning and critical evaluation. The study concludes that conversational assistants should not replace teachers but rather complement their work to enhance student outcomes.

Keywords: Conversational Assistants in Education, Information educational environment, Artificial intelligence in classrooms, Education.