Policy, Pedagogy, and Technological Disruption: Teacher Agency in AI-Integrated Educational Ecosystems

Xitong Ren

doi:10.71222/azryt912

Authors

Xitong Ren Academy of Future Education, Xi'an Jiaotong-Liverpool University, Suzhou, China Author

DOI:

https://doi.org/10.71222/azryt912

Keywords:

teacher role transformation, artificial intelligence, teaching strategies

Abstract

The rapid development of artificial intelligence (AI) technology is reshaping the education ecosystem, driving the transformation of teachers' roles from traditional knowledge transmitters to learning facilitators and ethical supervisors. Through a systematic literature review, this study explores the driving factors of teachers' role transformation in the AI era and its impact on teaching strategies, while analyzing the practical challenges faced by teachers. The findings reveal that technological drivers, policy requirements, and societal demands synergistically reshape teachers' functions. However, this transformation faces multi-level challenges, including skill gaps, ethical dilemmas, and psychological conflicts. To address these issues, this paper proposes a "human-AI collaboration" teaching model, emphasizing the need to enhance teachers' decision-making authority in AI tool design. It further suggests optimizing policies, teacher training, and ethical frameworks to balance technological empowerment with educational values. The study provides theoretical and practical insights for educators to adapt to the AI era, advocating for the integration of technology, policy, and humanistic principles to restore education's core mission of nurturing holistic individuals.

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