Governments and large technology firms are rapidly deploying AI chatbots and other instructional tools in schools worldwide, prompting debate over instructional quality and the role of teachers. Education ministries are piloting chatbots to provide tutoring and administrative support even as academics warn that automated systems could erode core teaching practices. Proponents argue chatbots can scale personalized help and free teachers for higher‑order instruction; critics say rushed rollouts risk undermining pedagogy, amplifying bias, and displacing formative assessment. The story cites multiple national programs that have launched classroom AI pilots this year. Universities and teacher‑education programs should monitor these deployments: update teacher‑training curricula on AI literacy, develop rubrics for vetting vendor tools, and partner with local schools to research impacts on learning outcomes and equity.