In today’s rapidly evolving technological landscape, AI is profoundly influencing and reshaping the educational ecosystem. Leveraging artificial intelligence to empower interdisciplinary project-based learning in primary and secondary schools has become a key theoretical and practical focus. Constructivist learning theory emphasizes context, collaboration, discourse, and meaning construction. This theory strongly supports interdisciplinary learning, while current applications of AI technology in creating contexts, facilitating efficient student collaboration and discourse, and enabling active meaning construction also represent a significant advancement in promoting constructivist learning theory. In practice, whether utilizing AI for resource organization and analysis, questionnaire design, learning design, or evaluation, it is essential to define clear roles, refine tasks, and provide specific requirements. AI tools are no longer mere question-and-answer thought partners; intelligent agents with robust reasoning and proactive tool utilization capabilities have become powerful assistants in implementing and evaluating project-based learning. The exploration of AI-enabled interdisciplinary project-based learning in primary and secondary schools demonstrates that technological advancements have driven rapid transformation in education. This will also hold profound contemporary significance for promoting educational equity, enhancing teacher and student capabilities, and ultimately achieving the goal of “delivering education that satisfies the people.”