This study explores the socio-cultural factors influencing youth interactions with Artificial Intelligence (AI) on intellectual and emotional levels. Conducted at Dhaka University and nearby areas, the research employs a qualitative approach, including narrative and case study analysis, to gather qualitative data from university students aged 18-24. Findings highlight that power dynamics in educational settings significantly affect students' reliance on AI for academic support. Students often find AI more approachable than traditional classroom interactions, where teacher-student power imbalances inhibit active participation. Additionally, AI provides emotional support, with students trusting AI chatbots for confidential conversations, reflecting a lack of trust in their social circles. Peer influence is another critical factor; observing peers' successful use of AI motivates others to adopt these technologies, driven by a desire for social conformity and academic enhancement. The research underscores that youth engagement with AI is deeply embedded in social and cultural contexts, influenced by social acceptance, power structures, and emotional needs. This study reveals that the integration of AI into young people's lives is shaped by a complex interplay of socio-cultural dynamics, significantly impacting their academic and personal experiences.