<![CDATA[The advancement of Artificial Intelligence (AI) technology has fundamentally transformed various sectors of human life, including education. In the context of primary education, AI offers innovative potentials such as personalized learning experiences, automated assessment, real-time feedback delivery, and broadened access to knowledge resources. However, underlying these benefits are growing concerns about the excessive use of AI and its implications for the humanistic dimension of education, including the reduction of meaningful pedagogical interaction between teachers and students, the weakening of character development, and the erosion of empathy in the learning process. This study employed a qualitative approach with a systematic literature review method, analyzing international scientific journals, educational institution reports, and relevant scientific publications within the last ten years. The findings indicate that AI can serve as a transformative learning instrument when integrated proportionately and ethically. The integration of AI in primary education should be grounded in a pedagogical framework that positions the teacher as the primary facilitator, ensuring that technology functions as a supporting tool without replacing the humanistic role of the teacher in shaping students' character and personality.]]>
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