This study investigates how Artificial Intelligence (AI) can be harnessed to transform 21st-century education in Pemba District, Zambia. The integration of AI into education has become a global trend, offering potential to enhance teaching, learning, and administrative processes. Despite this, schools in developing regions like Pemba District continue to face challenges such as limited digital infrastructure, low technological literacy, and inadequate policy support. Using a mixed-methods research design, this study explores educators’ perceptions, readiness, and experiences with AI tools, alongside the potential benefits and implementation barriers.  Primary data from 60 teachers and 10 administrators were analyzed using descriptive and thematic techniques. The findings suggest that AI has significant potential to personalize learning, automate assessments, improve student engagement, and support data-driven decision-making. However, challenges such as inadequate infrastructure, limited teacher training, and ethical concerns about data privacy hinder effective adoption. The study concludes that successful implementation of AI in Pemba’s education system requires policy reform, capacity building, and investment in ICT infrastructure. The findings are expected to contribute to national education policy development and inform future research on digital transformation in Zambian education.