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Transforming Education: How AI-Assisted Classroom Management Tools Shape Personalized Teaching, Teacher-Student Interactions, and Teachers' Engagement--A Time-Series Analysis Approach

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Title: Transforming Education: How AI-Assisted Classroom Management Tools Shape Personalized Teaching, Teacher-Student Interactions, and Teachers' Engagement--A Time-Series Analysis Approach
Language: English
Authors: Huiting Zhang, Xiaochen Liu (ORCID 0009-0009-0259-4686)
Source: European Journal of Education. 2026 61(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 9
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Artificial Intelligence, Technology Uses in Education, Computer Assisted Instruction, Classroom Techniques, Teaching Methods, Individualized Instruction, Teacher Student Relationship, Interaction, Teacher Motivation, Self Determination, Learner Engagement, Language Teachers, Second Language Instruction, English (Second Language), Learning Motivation, Technology Integration
DOI: 10.1111/ejed.70607
ISSN: 0141-8211
1465-3435
Abstract: The integration of Artificial Intelligence (AI) into educational settings has transformed traditional classroom management, yet there is a need to understand how these tools dynamically influence teaching practices and student outcomes over time. While prior research has established the benefits of smart classrooms, a gap remains in examining the longitudinal relationships between AI-assisted management, personalized teaching, and student engagement within a unified structural model. Grounded in Sociocultural Theory and Self-Determination Theory, this study investigates the evolving role of AI-assisted classroom management tools in shaping personalized teaching, enhancing teacher-student interactions, and fostering student engagement through a time-series analysis. Drawing on data from 406 in-service English language teachers in Hefei and Handan, China, the research employs structural equation modelling using AMOS to examine the role of AI integration. The results reveal that AI tools significantly improve instructional strategies and personalized teaching, enabling educators to better address individual student needs and cultivate stronger classroom relationships. These improvements in teacher-student interactions are positively associated with increased student motivation and engagement. Time-series analyses further reveal that the relationship between AI tools and educational outcomes becomes increasingly robust over time, with teaching adaptability and student results showing consistent positive associations as AI familiarity grows. This study contributes to the literature by providing empirical evidence on the temporal dynamics of AI integration, highlighting its potential as a transformative mediator in the classroom. The study was conducted ethically, with informed consent obtained from all participants, and findings underscore the importance of sustained and strategic AI integration to enhance pedagogical practices and learner engagement.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507170
Database: ERIC
FullText Text:
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  Data: Transforming Education: How AI-Assisted Classroom Management Tools Shape Personalized Teaching, Teacher-Student Interactions, and Teachers' Engagement--A Time-Series Analysis Approach
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  Data: <searchLink fieldCode="AR" term="%22Huiting+Zhang%22">Huiting Zhang</searchLink><br /><searchLink fieldCode="AR" term="%22Xiaochen+Liu%22">Xiaochen Liu</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-0259-4686">0009-0009-0259-4686</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(2).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 9
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  Data: <searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Instruction%22">Individualized Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Motivation%22">Teacher Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Determination%22">Self Determination</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink>
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  Data: 10.1111/ejed.70607
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  Data: The integration of Artificial Intelligence (AI) into educational settings has transformed traditional classroom management, yet there is a need to understand how these tools dynamically influence teaching practices and student outcomes over time. While prior research has established the benefits of smart classrooms, a gap remains in examining the longitudinal relationships between AI-assisted management, personalized teaching, and student engagement within a unified structural model. Grounded in Sociocultural Theory and Self-Determination Theory, this study investigates the evolving role of AI-assisted classroom management tools in shaping personalized teaching, enhancing teacher-student interactions, and fostering student engagement through a time-series analysis. Drawing on data from 406 in-service English language teachers in Hefei and Handan, China, the research employs structural equation modelling using AMOS to examine the role of AI integration. The results reveal that AI tools significantly improve instructional strategies and personalized teaching, enabling educators to better address individual student needs and cultivate stronger classroom relationships. These improvements in teacher-student interactions are positively associated with increased student motivation and engagement. Time-series analyses further reveal that the relationship between AI tools and educational outcomes becomes increasingly robust over time, with teaching adaptability and student results showing consistent positive associations as AI familiarity grows. This study contributes to the literature by providing empirical evidence on the temporal dynamics of AI integration, highlighting its potential as a transformative mediator in the classroom. The study was conducted ethically, with informed consent obtained from all participants, and findings underscore the importance of sustained and strategic AI integration to enhance pedagogical practices and learner engagement.
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        Type: general
      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Computer Assisted Instruction
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      – SubjectFull: Teacher Motivation
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      – SubjectFull: Self Determination
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      – SubjectFull: Learner Engagement
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