Background/purpose: This study examined the impact of Artificial Intelligence on quality assurance in education, focusing on academic achievement and social skills in schools in Jordan. Materials/methods: A descriptive-analytical approach was employed with a sample of 62 teachers, selected at random, to represent 16.67% of the target population. The data were collected using a questionnaire, and the average scale score ranged from 2.6 to 3.39. Results: The consistency of teacher responses was found to be high. With an average score of 3.50, AI was found to support students' academic achievement significantly. However, as evidenced by a lower average of 2.58, AI had a secondary role in bolstering students' social skills. There were no discernible gender differences. Compared to their less experienced peers, teachers with five to ten years of experience had more positive opinions about AI's contribution to academic success. Additionally, there were disparities by educational level, with secondary school teachers holding a more positive view of AI than kindergarten teachers in both the social and academic domains. Conclusion: The study highlights how AI can enhance educational quality and the importance of all-encompassing, human-centered approaches that foster students' social development and academic success.