## 1 Introduction  
The rapid growth of artificial intelligence (AI) has led to a proliferation of groundbreaking possibilities, with AI now being present in many areas of human activity. The development and deployment of generative pre-trained transformers (GPTs), notably OpenAI's ChatGPT (GPT-3.5 version), has attracted much interest. These models are designed to facilitate the generation of meaningful text that resembles human-written content [1]. All AI-based models offer unprecedented capabilities aimed at solving obscure problems, automating certain tasks, and enhancing efficiency. In recent years, the presence of artificial intelligence has become increasingly pervasive in various aspects of our daily lives, notably including education. The use of AI holds the potential to transform educational practice [2]. It has the potential to revolutionize the way students learn and teachers teach [3] by making learning and teaching more personalized, engaging, and effective. The advent of AI technologies has given rise to sophisticated learning tools that can personalize education and enhance learning outcomes [3]. These technologies hold the potential to transform traditional teaching methodologies by providing personalized learning experiences and real-time feedback to students [3]. For example, AI can generate assignments and presentations. Additionally, it can facilitate class discussions, questions, and personalized feedback [1]. Therefore, AI tools such as ChatGPT have the potential to serve as valuable educational resources. Technology, artificial intelligence, and the field of computer technology and science, in general, are increasingly penetrating our daily lives. Consequently, there is an imperative for society to adapt to new technologies [4], and there is a great need to educate students in computer science (CS) [5]. The integration of technology in the teaching of CS has become imperative for all individuals, as it is a critical skill set. However, students face difficulties in areas such as algorithms and data structures during the teaching and learning process in computing [6]. Programming is also difficult for some students to understand, especially if they do not have a well-developed algorithmic mindset. Quite a few students describe some computing courses as \"dry\" and \"not very interesting\" [5]. The use of artificial intelligence as a technology can facilitate computer science education [5]. For example, these systems can be used to assist a student in solving problems that involve both practical and abstract reasoning [6]. In addition, ChatGPT can be used to perform a range of programming tasks, making it easier for students to learn [1]. Databases (DB) form a distinct and essential subfield of computer science, characterized by specialized concepts and complex problem-solving requirements. Students often face challenges in mastering SQL syntax, query optimization, and relational database principles, necessitating innovative teaching approaches. Interactive learning methods, real-time feedback, and AI-driven explanations could significantly enhance the learning experience by making abstract concepts more accessible. Among AI technologies, chatbots offer a promising solution by providing instant support, generating adaptive exercises, and facilitating personalized learning pathways. While numerous studies have explored the use of AI and chatbots in education, research on their specific application in computer science, particularly in database instruction, remains limited. The benefits, challenges, and pedagogical implications of integrating AI into database education have yet to be thoroughly examined. This paper aims to bridge this gap by providing a systematic review of AI's role in computer science education, with a particular focus on its impact on database learning. It explores AI's applications, advantages, limitations, and instructional design considerations to ensure its effective and pedagogically sound implementation.