The present study aimed to examine the transformation of fundamental educational concepts under emerging technologies, particularly artificial intelligence, and critically analyze the limitations of traditional pedagogy to propose a contemporary educational framework. This qualitative study was conducted within an interpretive–critical paradigm using conceptual analysis, critical analysis, and deductive reasoning. The research corpus consisted of theoretical, philosophical, and empirical national and international sources related to traditional education, technology-enhanced pedagogy, and artificial intelligence in education, selected through purposive sampling. Data were collected through documentary and library research and analyzed using qualitative content analysis, conceptual coding, and comparative analysis between traditional educational structures and AI-supported learning environments to reinterpret key pedagogical concepts. The findings indicate that traditional educational concepts—including teacher role, teaching methods, learning processes, and assessment practices—are rooted in authority-centered and transmission-based models that inadequately respond to contemporary learning demands. Artificial intelligence enables personalized learning environments, intelligent assessment, and multidimensional interaction, thereby transforming teachers’ roles from knowledge transmitters to learning facilitators. Results further demonstrate a paradigm shift toward learner-centered, adaptive, and active learning models, while highlighting the inability of traditional systems to foster creativity, critical thinking, and self-regulated learning competencies required in digital societies. The study concludes that developing an intelligent pedagogical framework requires a balanced integration of valuable traditional educational principles with the analytical and technological capacities of artificial intelligence, ensuring human-centered, flexible, and sustainable learning systems for future education.