Artificial intelligence (AI) is rapidly transforming classroom learning by offering personalised instruction, immediate feedback, and support for diverse learners. This opinion paper explores the dual nature of AI in education, highlighting its potential to enhance learning while also presenting significant risks, particularly the development of student dependence. The discussion examines how AI can improve engagement, facilitate metacognitive reflection, and assist teachers in managing instructional tasks, yet cautions that overreliance may undermine critical thinking, motivation, independent learning, and academic integrity. Ethical and systemic concerns, including data privacy, algorithmic bias, and equitable access, are also addressed as integral factors shaping AI’s impact. The paper further considers the pivotal role of teachers in mediating AI use, fostering digital literacy, and promoting responsible, critical engagement among students. Recommendations are provided for embedding AI thoughtfully into pedagogy, supporting teacher development, establishing institutional policies, and cultivating student competencies to balance technological innovation with learner independence. The paper concludes that AI’s educational value is contingent upon deliberate, ethically informed, and pedagogically grounded integration. When used thoughtfully, AI can enrich learning experiences without compromising the development of autonomous, reflective, and motivated learners. Ultimately, the discussion underscores that the effective use of AI in classrooms depends not solely on technological capability but on human guidance, intentional instructional design, and a commitment to nurturing independent cognitive and ethical capacities.