The article explores the role of artificial intelligence in the context of three-subject didactics 2.0 – a modern pedagogical concept that redefines the interaction between the learner, the teacher, and the digital educational environment. Based on the three-subject didactics model, the authors analyze the stages of didactics transformation: from a teacher-centered model to an interactive one, and ultimately to the updated three-subject system in format 2.0, where AI becomes an equal participant in the educational process. The article emphasizes the ability of AI to detect logical inconsistencies and analyze dialogues between participants in the educational process to improve the effectiveness of interaction. The paper identifies the levels of interaction between AI and higher education students, analyzes the advantages and challenges of integrating AI into the educational process, and addresses ethical aspects, such as explainability, human involvement, and the risks of reduced social interaction. Special attention is given to the importance of regulatory frameworks and institutional policies, particularly with examples from Ukrainian higher education institutions, such as Kherson State University. In conclusion, it is argued that AI can significantly enhance the effectiveness of learning through adaptive trajectories, real-time feedback, dialogue analytics, and outcome prediction, provided that a human-centered approach is followed in its implementation.