REDEFINING THE ROLE OF TEACHERS IN THE AI ERA: FROM KNOWLEDGE IMPARTING TO META-COGNITIVE COACHING

Abstract

The advent of Artificial Intelligence (AI) is reshaping educational ecosystems, prompting a re‐examination of what it means to be a teacher. This chapter reviews recent literature on how AI is transforming the roles, responsibilities, and practices of teachers, and explores the challenges and opportunities that come with this change. It analyzes empirical studies of teacher perceptions, professional development, classroom integration of AI tools, and changing expectations in both K‐12 and higher education. The objectives are to map the role transformations, identify gaps in teacher readiness and institutional support, and propose a framework for fostering teacher agency in the AI era. Methodologically, it is a systematic review of peer‐reviewed literature between 2015–2025, supplemented with qualitative studies and survey‐based reports. Discussion highlights roles evolving from knowledge provider to designer of learning environments, coach of meta-cognitive skills, ethical guide, mentor, and collaborator with AI. Key challenges include digital literacy, ethical concerns, resistance, infrastructural constraints, and maintaining humanistic dimensions of education. Conclusion suggests that while AI will not replace teachers, it demands redefinition of teacher identity, new competencies, and institutional changes. The chapter ends with recommendations for policy, research, and teacher education reform.