The idea of building intelligent machines has been around for centuries, with a new wave of promising artifcial intelligence (AI) in the twenty-frst century. Artifcial Intelligence in Education (AIED) is a younger phenomenon that has created hype and promises, but also been seen as a threat by critical voices. There have been rich discussions on over-optimism and hype in contemporary AI research. Less has been written about the hyped expectations on AIED and its potential to transform current education. There is huge potential for efciency and cost reduction, but there is also aspects of quality education and the teacher role. The aim of the study is to identify potential aspects of threat, hype and promise in artifcial intelligence for education. A scoping literature review was conducted to gather relevant state-of-the art research in the feld of AIED. Main keywords used in the literature search were: artifcial intelligence, artifcial intelligence in education, AI, AIED, teacher perspective, education, and teacher. Data were analysed with the SWOT-framework as theoretical lens for a thematic analysis. The study identifes a wide variety of strengths, weaknesses, opportunities, and threats for artifcial intelligence in education. Findings suggest that there are several important questions to discuss and address in future research, such as: What should the role of the teacher be in education with AI? How does AI align with pedagogical goals and beliefs? And how to handle the potential leak and misuse of user data when AIED systems are developed by for-proft organisations?