This study presents a comprehensive analysis of the impact of artificial intelligence technologies on skill development within the Russian education system, from preschool through the end of grade 11. The work is based on a systematic review of academic literature, official documents, and statistical data covering the period 2019–2025. The study reveals the dual nature of AI’s influence: significant opportunities for personalization and improved learning outcomes are accompanied by serious risks to children’s cognitive, social-emotional, and neurophysiological development. Special attention is paid to analyzing negative effects that are often underestimated in existing research. The findings indicate the need for a balanced approach to AI technology implementation, with priority given to human-centered pedagogy.
The practical value of this study for parents and teachers — beyond synthesizing disparate research findings — lies in the inclusion of an age-by-age matrix of technology’s impact on child development, along with actionable recommendations.
Keywords: artificial intelligence, education, Federal State Educational Standards (FSES), cognitive development, neurophysiology, personalized learning, digital technologies, AI ethics
