It is not a gainsay that the emergence of Artificial Intelligence (AI) has fundamentally transformed educational communication, instructional delivery, and classroom interaction across global learning contexts. In contemporary teaching and learning environments, pragmatic competence and persuasive communication have become foundational determinants of effective teaching. This paper investigates the role of pragmatics and persuasive communication in enhancing effective teaching and learning in the era of AI; examines how context-sensitive communication and persuasive discourse improve instructional outcomes in traditional and AI-mediated classrooms; and explores the impact of AI technologies such as ChatGPT, intelligent tutoring systems, and computer-mediated communication on classroom interaction and learner participation. Drawing from Speech Act Theory, the Cooperative Principle, and Aristotelian Rhetoric, alongside contributions from Nigerian scholars in pragmatics and educational technology, the paper analyzes how context-sensitive communication and persuasive discourse improve instructional outcomes in physical and AI-mediated classrooms. The study further explores the impact of AI technologies including ChatGPT, intelligent tutoring systems, and computer-mediated communication on classroom interaction, learner participation, and pedagogical effectiveness. Recent studies had reveal that AI-generated conversations increasingly demonstrate human-like pragmatic competence and are becoming valuable tools for language instruction and interactional learning. However, the paper also identifies challenges such as misinformation, overdependence on AI tools, and reduced interpersonal communication. It concludes that pragmatics and persuasive communication remain indispensable for effective education despite technological advancement. The paper recommends integrating pragmatic and persuasive communication training into teacher education and AI-assisted pedagogy, with particular attention to Nigerian and African educational contexts.