This paper explores the transformative role of artificial intelligence (AI) and robotics in the emerging paradigm of education, with a focus on personalization, interactivity, teacher empowerment, and inclusive learning. Drawing upon empirical research and applied innovations developed at the Center for Robotics and Artificial Intelligence in Education (CRAIE), University of Belgrade, the study demonstrates how AI-enhanced tools—such as virtual tutors, interactive avatars, educational robots, and adaptive assessments—redefine the roles of both teachers and students. While some critics fear that AI may diminish the relevance of human educators, the findings emphasize that AI cannot replace essential human competencies such as empathy, contextual judgment, and ethical guidance. Instead, AI enables teachers to become facilitators, designers, and mentors, focusing more on creativity, individualized instruction, and formative evaluation.

The study identifies core teacher competencies for effective AI integration, including data interpretation, ethical awareness, and pedagogical alignment with AI-supported systems. It further outlines how students evolve from passive recipients to active co-creators of knowledge, engaging in self-directed learning, digital collaboration, and AI-mediated inquiry. Robotics, including simple Bee-Bots and humanoid models, are shown to foster computational thinking, teamwork, and inclusive participation—especially among students with disabilities. The use of AI in adaptive e-textbooks, diagnostic feedback systems, and virtual learning environments contributes to increased engagement, equity, and long-term knowledge retention.

Additionally, the paper presents data from a study involving 152 educators with experience using avatars. Participants rated the perceived impact of avatars on student motivation on a scale from 1 to 5. The average rating for internal motivation was 3.01, while external motivation scored higher at 3.36. University professors reported the highest overall motivation levels (M=4.02), whereas secondary school teachers perceived the lowest (M=2.86). The sample included educators from preschools, primary schools (grades 1–4 and subject teachers), secondary schools, and universities. These findings suggest that interactive avatars have the potential to enhance student engagement, especially by increasing external motivation in higher education settings.

The conclusion calls for a balanced, human-centered approach in which AI augments, rather than replaces, educational processes. By integrating AI ethically and pedagogically, educators can create responsive, inclusive, and effective learning environments that equip students with the skills and mindset needed for a rapidly changing world.

Keywords: Artificial intelligence, education, robotics, interactive avatars, motivation, personalization, smart learning, teacher competencies, CRAIE.