This study aims to evaluate the pedagogical integration and impact of artificial intelligence on skills development in the specific context of adult and teacher training at the “Ecole Normale Supérieure” (ENS – UF) in Madagascar. The study adopts a descriptive approach, combining a critical review of the literature on AI in education, based on Houssaye’s pedagogical triangle model, with a contextual case study to identify local influencing factors. AI offers significant opportunities through adaptive learning (EAI/LXP) for the individualization of learning paths and teaching assistance. However, the realization of these benefits is subject to critical structural preconditions in Madagascar: the availability of equipment, reliable connectivity, and the development of specific digital skills among educational stakeholders. It is imperative to integrate a general culture of AI into teacher training and to establish an ethical and technical framework (interoperability standards) to maximize the impact of AI, thus ensuring alignment with SDGs 4 while preserving the principles of inclusion and equity.