The rapid expansion of Artificial Intelligence (AI) technologies in educational environments has significantly transformed the pedagogical landscape of virtual classrooms. While digital learning platforms initially emphasized content delivery and communication, contemporary AI-enabled systems increasingly perform adaptive, evaluative, and predictive functions that influence instructional design, learner engagement, and assessment processes. This conceptual paper critically examines the pedagogical implications of AI tools in virtual classrooms through a theoretically grounded lens. Drawing upon constructivist learning theory, sociocultural theory, cognitive load theory, and critical pedagogy, the paper analyzes how AI-driven systems reshape knowledge construction, teacher agency, learner autonomy, and epistemic authority in digitally mediated environments.