This article explores the transformative role of Artificial Intelligence (AI) in primary education, focusing on young learners aged 6 to 10. While traditional educational models often struggle with diverse learning paces, AI introduces hyper-personalized learning pathways through adaptive platforms that assess and respond to individual student needs in real-time. Furthermore, the integration of gamification and intelligent tutoring systems enhances cognitive engagement among children with short attention spans. The study highlights AI as an essential "co-pilot" for educators, automating administrative burdens and allowing teachers to focus on emotional mentorship. Additionally, the paper examines how AI revolutionizes inclusive education for neurodiverse and special needs students. While acknowledging the immense potential of technology, the article addresses critical risks, including data privacy concerns, the digital divide, and the potential erosion of social-emotional skills. Ultimately, it advocates for a hybrid "High-Tech and High-Touch" model, where AI serves as a powerful collaborative tool to enhance, rather than replace, human-centric teaching.

Artificial Intelligence (AI), primary education, hyper-personalized learning, adaptive learning platforms, gamification, educational technology (edtech), inclusive education, teacher automation, social-emotional development hybrid learning model.

Biesta, G. (2015). What is education for? On good education, teacher judgement, and the educational question. European Educational Research Journal, 14(1), 75–87. https://doi.org/10.1177/1474904114565159

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign.

Kulik, J. A., & Fletcher, J. D. (2016). Effectiveness of intelligent tutoring systems: A meta-analytic review. Review of Educational Research, 86(1), 42–78. https://doi.org/10.3102/0034654315581420

Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. Pearson.

Piaget, J. (1973). Main trends in inter-disciplinary research. London: George Allen & Unwin.

Selwyn, N. (2019). Should robots replace teachers? AI and the future of education. Polity Press.

UNESCO. (2021). AI and education: Guidance for policy-makers. United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000376709

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.