Digital literacy in general and specifically AI literacy is high on the agenda in educational research. Dehumanization is cited as one of the typical problems of contemporary education caused by the growing role of machines in human life and shift to e-learning, online platforms, and adaptive learning systems. This evolution led to fundamental changes in pedagogical approaches because educators are facing a challenge to develop skills that might help students succeed in the new reality where communication between people and technology is a key to success while attempting to preserve and develop skills essential for human-to-human interaction. This research aimed to investigate the fuzzy boundaries of technology integration from two perspectives. First, the position of experts and researchers was analyzed based on major academic publications prepared between 1990 and 2025. Second, a group of practicing teachers was surveyed to identify their position regarding application of technologies including, AI in their day-to-day work. As research shows, despite recognizing the importance of fuzzy systems in improving adaptive learning systems, educators remain highly alert about deterioration of essential soft skills. They perceive the growing dependence on AI-driven tools as potentially weakening students’ ability to engage in analytical thinking, collaboration, and meaningful interpersonal communication. Consequently, educators attempt to maintain a balance by applying fuzzy systems to enhance personalization while actively fostering soft skills that technology cannot replace. Several examples are provided to illustrate how teachers may use human-centric fuzzy systems into educational practices without sacrificing the development of interpersonal skills.