International Journal of Scientific Research and Engineering Development

The integration of artificial intelligence (AI) in education has been heralded as a transformative revolution, promising personalized learning, enhanced outcomes, and solutions to systemic inequities. However, empirical evidence suggests these claims are largely mythical. This article synthesizes peer-reviewed research from 2020–2025 to demonstrate that AI's purported role in education lacks robust empirical support. Despite billions in investment, studies reveal minimal measurable improvements in learning outcomes, significant risks including algorithmic bias and content hallucination, and the erosion of critical thinking skills. Drawing on sources including Giray's (2024) analysis of AI education myths and the Cognitive Resonance Foundation's (2024) report on generative AI risks, this article argues that the "AI revolution" in education represents industry-driven hype rather than pedagogical transformation. Implications for educators include prioritizing human-centered approaches and developing critical AI literacy frameworks.