<b>Managing the modern classroom: intra-learner, teacher-learner, and AI-learner interactions in secondary education: A systematic review.</b>

The wide-ranging integration of artificial intelligence (AI) technology has had a significant impact on classroom management in secondary education. While traditional classroom management models focused on interactions between teachers and learners, the modern classroom environment requires consideration of intra-learner interactions and AI-learner interactions in addition to traditional teacher-learner interactions. Methods: A systematic literature search was conducted on Google Scholar, Scopus, and Web of Science to identify peer-reviewed studies on secondary education, classroom management, and AI-assisted learning. Based on the search results and after applying pre-defined inclusion criteria, 29 studies were included in the synthesis. The synthesis was conducted to identify three interaction domains: intra-learner interactions, teacher-learner interactions, and AI-learner interactions. Results: The studies indicate that behavioral regulation, cognitive engagement, and learner autonomy are optimized when intra-learner interactions, teacher-learner interactions, and AI-learner interactions occur in a synergistic manner. While AI-assisted learning enhances learner self-regulation and provides feedback to learners, it also poses a risk of digital addiction and a decrease in teacher-learner interaction if not balanced in an appropriate manner. Conclusion: The concept of tri-interactive classroom management provides an integrated framework for modern secondary education. It is imperative for teachers to develop skills that promote learner autonomy while simultaneously utilizing AI technology to function as co-regulators of the learning process. Future studies should investigate the application of this framework in diverse cultural contexts and its long-term effects on learners, including the role of AI in motivating and cognitively enhancing learners.