ARTIFICIAL INTELLIGENCE AND THE TRANSFORMATION OF TEACHERS’ ROLES IN THE DIGITAL ERA

Abstract

The rapid development of Artificial Intelligence (AI) has significantly influenced various sectors, including education, particularly in reshaping the role of teachers in the digital era. This study aims to analyze how the integration of AI contributes to the transformation of teachers’ roles in the learning process and to identify the opportunities and challenges faced by teachers in adopting AI-based technologies. This research employs a qualitative approach with a descriptive design. Data were collected through in-depth interviews, classroom observations, and documentation involving teachers who have utilized digital technologies supported by AI in their teaching practices. Data analysis was conducted using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings indicate that the use of AI has shifted the role of teachers from primary knowledge transmitters to facilitators, mentors, and guides who support student-centered learning. AI assists teachers in improving efficiency, particularly in administrative and evaluative tasks, allowing them to focus more on pedagogical interactions and personalized learning support. However, the transformation of teachers’ roles has not been fully optimized due to limitations in digital literacy, insufficient professional training, and unequal technological infrastructure. The study concludes that the successful integration of AI in education depends largely on teachers’ competencies and systemic educational support to ensure effective, ethical, and human-centered learning practices.