ARTIFICIAL INTELLIGENCE AND THE TRANSFORMATION OF TEACHER IDENTITY IN THE DIGITAL AGE
DOI:
https://doi.org/10.56219/trascendere.v2i7.5660Keywords:
Artificial intelligence, Digital ethics, Educational technology, Teacher identity, TeachingAbstract
This academic essay analyzes how Artificial Intelligence (AI) is transforming teacher identity in the context of the digital age. The research is based on the premise that the rapid advancement of intelligent technologies is changing not only pedagogical practices but also teachers’ self-perception, values, and competencies. Through a documentary review and theoretical-critical reflection, it examines how AI redefines educational roles, poses new ethical and emotional challenges, and demands a more
flexible, reflective, and humanistic teacher training. It also discusses the risks associated with the automation of educational processes, such as depersonalization and the loss of
pedagogical meaning, proposing alternatives based on digital ethics, technological literacy, and humanistic pedagogy. The essay concludes that artificial intelligence should not be seen as a threat to the teaching profession but as a catalyst to strengthen teacher identity, broaden competencies, and promote a more inclusive, creative, and human-centered education.
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