The objective of this systematic literature review was to examine the use of intelligent systems (ISs), specifically artificial intelligence (AI) and humanoid robots, in education and their impact on the pedagogical role of teachers. The study explores whether these technologies serve as aids to teachers or replace essential teaching tasks. By integrating theories of learning such as constructivism, social learning theory, and cognitive load theory, this research analyzes how AI and humanoid robots can support educational processes and improve learning outcomes. The results indicate that AI and humanoid robots have the potential to personalize learning, automate administrative tasks, and enhance pedagogical methods. However, the findings also emphasize the importance of maintaining the human element in education to ensure the holistic development of students. The study underscores the necessity for a balanced approach where ISs complement rather than replace human teachers. The recent approval of the EU AI Act further emphasizes the necessity of regulating AI to ensure its ethical and safe use in education. This study contributes to the discourse on the integration of AI in educational settings, advocating for thoughtful implementation that prioritizes both technological advancements and the well-being of teachers and students.