An Exploratory Investigation of the Artificial Intelligence Adoption

on Teachers Job Designs

Tarek El Mourad

, Lykourgos Hadjiphannis

, Kyriakos Christofi

, Pieris Chourides

and Alexios Kythreotis

European University

of Cyprus, EUC University, Nicosia, Cyprus

School of Business, EUC, Cyprus

Keywords: Artificial Intelligence, Teacher Roles, AI Tools, Job Transformation, Data Interpretation, Teacher

Competencies.

Abstract: In a rapidly transforming and increasingly digitalized society, interest in artificial intelligence (AI) is growing.

Artificial intelligence (AI) has received increasing attention from various areas of culture, industry, and

business. AI-based systems will significantly change the nature of the workforce. This study shows that

educators should be prepared to adopt artificial intelligence. Integrating artificial intelligence into the

education system will require teachers and educators to acquire new skills and update some of them. AI

integration transforms the role of the teacher inside the classroom from teacher to facilitator. Integrating AI

into education will require educators to be trained in new skills to have a better effect on the outcome of

education and educators' careers and life in general. The study addresses the research question: How does AI

adoption in schools impact teacher job designs and the skills required? Principal findings emphasize that AI

creates opportunities to reframe teachers' skills, yet also poses challenges requiring targeted professional

development. This study also shows how some of the activities will be redundant by the AI integration and

there will be no need to be done anymore so there will be no asking in those domains which will make these

skills obsolete. Future work will explore practical recommendations for educators to manage these shifts and

their implications for educational careers.

1 INTRODUCTION

Technological advancements are occurring rapidly

challenging the status quo in many sectors including

business, internal government as well as education.

One of the major components of the digitalization of

our societies is the adoption of Artificial intelligence

(AI). Artificial intelligence refers to the simulation of

human intelligence with machines and its application

is gaining momentum in various sectors, (Badghish,

S., & Soomro, Y., 2023). One of the key sectors of AI

application is education. It is noteworthy that

International organizations like UNESCO, OECD,

and the World Education Forum are exploring the

potential of AI in transforming education experience

and outcomes. Specifically, UNESCO explores how

AI can improve learning outcomes, presenting

examples of how AI technology can help education

systems use data to improve educational equity and

quality in the developing world (UNESCO, 2019).

Inevitably, AI is significantly reshaping the

organizational approach and employee skill set

requirements. Hence the adoption of Artificial

intelligence in education challenges the main job

design of the teachers. This study is guided by a

structured investigation into how AI impacts teacher

roles, focusing on job redesign, required skills, and

challenges arising from AI adoption. The introduction

of AI education demands a significant pedagogical

shift, which calls for new teachers' roles. AI tools

assist in identifying students' weaknesses, enabling

teachers to target interventions more effectively

(Raza, 2023). For instance, educators are increasingly

becoming facilitators of learning, (Islam, 2023;

Badghish 2023; Cramarenco, 2023) without pointing

out specific skills required in the role of teachers in

education. Furthermore, the literature does not

sufficiently document the impact of AI adoption in

education. This study addresses this gap by focusing

on the interplay between AI adoption and its effects

on teacher job design and skill development. Based

on this gap this exploratory investigation aims to

El Mourad, T., Hadjiphannis, L., Christoﬁ, K., Chourides, P. and Kythreotis, A.

An Exploratory Investigation of the Artiﬁcial Intelligence Adoption on Teachers Job Designs.

DOI: 10.5220/0013200600003956

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 7th International Conference on Finance, Economics, Management and IT Business (FEMIB 2025), pages 167-174

ISBN: 978-989-758-748-1; ISSN: 2184-5891

167

point out the main challenges of artificial intelligence

adoption in education and to gain an initial

understanding of the skills required to cope with AI

adoption. Based on the above aim the following

research questions are formulated.

R.Q.1 How does AI in schools impact the job

design of teachers?

R.Q. 2 What skills are required by teachers to

successfully cope with AI adaptation?

These research questions guide the study in

exploring how teachers can navigate the integration

of AI in their professional environment, enabling

them to adapt to emerging demands. These research

questions allow us to explore the new teacher career.

Identity and gain an initial idea of the roles and

responsibilities. It will also help us validate the new

ethos of the teaching career. In addition, we can

combine the new skills required to carry on the new

role in the era of digitalization of societies.

2 LITERATURE REVIEW

Digitalization has dramatically transformed business

operations and challenges the current business

models, (Dworschak and Zaiser, 2014). As a result of

this phenomenon, many industries are exploring how

they can adopt new technologies with great emphasis

on Artificial Intelligence. (Islam, 2023). Artificial

intelligence is one of the most emerging technologies

and today constitutes an essential tool in business

models and firms' strategic pillars, (Kinkel, 2022).

Many studies have focused on the applications of

Artificial intelligence in the workplace and attempt to

provide evidence about the new realities created by

this application. The researchers identified essential

skills for teachers, including proficiency in basic

Word functions, utilizing Microsoft Excel for

database creation, conducting information searches

on platforms like Google, and maintaining a presence

on social networks. The systematic literature review

by Lameras & Arnab (2021). Human capital is

considered a significant factor in the knowledge

economy during the 21st century. Nowadays,

possessing only technological skills for professionals

is insufficient, and consideration should be given to

soft skills too. Since teaching is a complex process,

sound knowledge of hard and soft skills is needed for

good classroom management (Kumari & Vitharana,

2024). Self-motivated edu cators are more inclined to

pursue continuous professional development,

utilizing their social skills to collaborate with peers

and adopt innovative pedagogical approaches

(Beltman et al., 2021).

Many governments use Artificial intelligence

technologies to increase their productivity, the quality

of their services, and its entire transparency

(Zuiderwijk, Chen, & Salem, 2021). In the same way

thinking (Huang, 2018), notes that artificial

intelligence acts as a foundation for innovation and

profoundly transforms the services sector. However,

the adoption of Artificial intelligence also brings

challenges. One of the most crucial challenges in

organizations is the transformation of the current job

designs. Zhou, explains that AI adoption brings new

realities in the job content, as well as the methods of

execution of the task. As a result, AI adoption results

in new realities and new job demands by employees.

An important characteristic of this transformation is

the scope of change. Artificial intelligence occurs on

task rather than job level. As a result, employees need

to cultivate skills to maintain their competitiveness

and employability (Huang, 2018). Under this prism,

digitalization and AI adoption challenge the

education sector as well. Chiu et al. (2023) conducted

a systematic literature review to understand the

challenges of adopting AI tools in education. They

mentioned that many teachers lack an understanding

of how these technologies operate, leading to a

perceived loss of control and a sense of working with

a "black box." This decline in self-efficacy may

discourage teachers from utilizing AI support in their

classroom teaching. The issue of poor teaching

competence among educators has been a long-

standing concern, with significant implications for

student learning outcomes. Teachers often face

challenges in adapting to new pedagogical

approaches due to insufficient support from

educational institutions (Schleicher, 2023).

The role of teachers before the integration of

Artificial Intelligence in Education was more into

instruction, lesson plan preparation, content delivery,

and classroom management. Teachers' responsibility

was to create lesson plans, deliver subject matter,

assess student performance, and ensure that learning

objectives were met. This traditional role positioned

teachers as the primary source of knowledge and

authority in the classroom, often functioning within a

teacher-centered education model (Cuban, L., 1993).

With AI systems handling many of the traditional

tasks associated with content delivery and

assessment, teachers are transforming their role from

being primary knowledge providers to the new role of

facilitators and mentors, guiding students through

personalized learning experiences enabled by AI

technologies (Holmes, W., Bialik, M., & Fadel, C.,

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168

2019). AI integration in Education will require

teachers to have the skills to create individualized

learning paths for students based on their

performance data and learning styles. Teachers now

act as facilitators, guiding students to navigate these

customized learning experiences and offering

individual support where needed as per their valid

data analysis. This transformation has changed the

way teachers interact with students, focusing more on

individual attention and less on standardized content

delivery (Woolf, B. P. , 2010). Teachers require skills

to interpret student data to design tailored learning

experiences to meet individual needs. (Holmes, W.,

Bialik, M., & Fadel, C., 2019). Some of these skills

are Digital literacy, adaptive teaching skills, learning

analytics, and customization of learning paths.

Teachers will shift their role to support more and

more the mental health and well-being of the students.

AI can detect signs of stress or anxiety early or other

psychological issues a student might be facing. With

the help of AI, some solutions can be recommended,

to have a more supportive environment either at

home, at school, or even in the community. This will

require a new set of skills such as empathy,

counseling, Compassion, and collaboration.  AI

integration disrupts employees' established

competence models, raising doubts about whether

high-performing individuals can continue to excel in

the context of digital transformation (Zhou, Chen, &

Cheng, 2024). The integration of AI into the

workplace can significantly alter employees' job

content, characteristics, and task execution methods,

resulting in new job demands (Zhou, Chen, & Cheng,

2024).

Integrating AI in education in pedagogy, design,

and assessment will enable teachers to collect huge

sets of data that will make it easier to develop

dynamic Individual Learning Plans that are

customized to students' evolving strengths,

weaknesses, and interests. Using data, teachers set

goals and track progress, set action plans, and track

progress. Individual Learning Plans enable students

to have clarity over their learning journey give them

visibility on what to expect in the pipeline and

provide them with options to adjust and steer as they

go forward. (Cukurova et al., 2020).

Teachers will need a new set of skills including

coaching, motivation, listening, fostering growth,

critical thinking, and mentoring. Teachers must focus

on digital and data literacy among students. AI creates

lots of data. Teachers must show students how to use

this data responsibly. This includes understanding

data privacy and the ethical use of technology.

Learning and teaching these skills will be imperative

to the education system. This includes teaching skills

related to data privacy, ethical use of technology, and

critical evaluation of AI-generated insights.

(Cukurova, M., Luckin, R., & Baines, E. 2020).

Education will focus more on skills for lifelong

learning. Teachers will encourage curiosity and

adaptability. Students will be prepared to keep

learning throughout their lives. By encouraging a

passion for exploration and self-improvement,

educators prepare students for future careers and

personal growth in an ever-changing world.

3 RESEARCH DESIGN

This study uses qualitative research to explore the

discussed skills needed for AI adoption in Education

by teachers to have a successful impact on student

outcome and their well-being. The interviews allow

us to explore the depth of the situation and the

problem to understand the new role of teachers, the

required skills, and the integration with students.

Interviews are powerful tools to conduct in-depth

analyses to explore phenomena. When we don't

understand the behaviour of people and to understand

the context in which these actions occur then we need

to delve into the unsaid messages through in-depth

interviews. (Kvale & Brinkmann, 2009).

The primary method of data collection is semi-

structured interviews with K-12 teachers in the UAE

who had exposure to AI integration in education

either in their classrooms or in their private space.

Participants were selected using purposive sampling

to ensure diverse perspectives, including teachers

from different educational contexts and levels of AI

familiarity. This approach allowed the study to

capture nuanced insights into AI's impact across

various teaching environments. The interviews were

conducted in person or through Zoom. The interviews

made the educators share their points of view and

experiences with their colleagues. Semi-structured

interviews are preferred because they offer a balance

between consistency across interviews (by covering

key topics) and flexibility (allowing participants to

explore issues that are particularly relevant to them)

(Kvale & Brinkmann, 2009).

The interviews were guided by questions, codes,

and scenarios. At the same time, it allowed for

flexibility to let the interviewees express their

interests and offer more information to help identify

skills or habits that teachers will need in their new role

in education.

The interviewees had diverse experiences with AI

in education, having used AI for an average of 2

An Exploratory Investigation of the Artiﬁcial Intelligence Adoption on Teachers Job Designs

169

years. Some participants integrate AI into their

practice for 4 years. AI tools were used for

automating grading, individual learning plans, lesson

planning, exam preparation, and correcting essays.

Several teachers from secondary education focused

on using AI for adaptive learning platforms and real-

time analytics to monitor student progress,

particularly in subjects like mathematics and science.

Meanwhile, elementary and special education

teachers utilized AI to differentiate instruction and

support personalized learning plans for students with

diverse learning needs. Across the board, teachers

stressed the importance of transformation and the

advantages of AI in reducing administrative burdens,

enabling a more student-focused approach, and

improving classroom efficiency. In addition, some

teachers mentioned that using AI in education gave

them extra time to themselves which improved their

satisfaction. Educators also expressed that the efforts

to learn the new skills were self-initiated they also

noted the challenges of acquiring new skills and

managing the ethical implications of AI use in

education.

4 FINDINGS

With the integration of AI in education with the

ability to analyze and simulate large amounts of data

and recommend solutions and decisions, teachers are

transitioning from traditional content deliverers to

facilitators of learning. The teacher will not be the

only source of information inside the classroom,

information and reasoning will be available at the

fingertips of all students. The new role of the teacher

will be more focused on how to validate the

information and ensure the outcome provided is not

based on algorithm bias. Teachers see integrating AI

in education as a time-saving tool, this allows them to

have more personalized interactions with students.

These skills underscore the need for comprehensive

professional development programs to prepare

teachers for their evolving roles. The results also

connect directly to the research questions by

illustrating how AI impacts job responsibilities and

skill requirements, as anticipated in the literature

review.

Some of the new skills required for this new role

are facilitation, mentoring, Individual Student

support, Autonomy, Active learning, digital literacy,

cooperative teaching, and change management.

Supporting Quotes: "AI helps me unravel my

work and lets me focus on teaching instead of

paperwork.", "I'm now using AI to help structure my

reports, but I always ensure to rewrite and personalize

the output.", "I'm no longer just a content provider.

My job now is to guide students through their learning

journey, especially when AI takes care of the more

repetitive tasks."

This highlights a critical gap in the literature that

doesn't dive into the psychometric testing of the

teachers as this transformation is core. From another

perspective, research in the literature review

emphasizes the benefits of AI for education, there is

insufficient focus on how teachers acquire the

necessary skills and there was no consideration of the

psychometric testing to use these tools effectively

(Holmes, W., Bialik, M., & Fadel, C., 2019). This

study shows that structured professional development

programs that teach teachers how to use AI tools,

interpret AI-generated data, and manage ethical

concerns are urgently needed.

Teachers expressed concerns about the ethical

implications of AI use as there are no standards for

acceptable use. There is a potential for students to

misuse AI and get caught by the biases of AI

especially when used in assessments. There is a need

for clear ethical guidelines and training to highlight

and clarify these challenges, ensuring that AI is used

responsibly in the classroom by making clear what is

acceptable and what is not.

Teachers' responses varied from being AI-

supportive to being anti-AI. Some teachers called to

have AI exercises to be used as part of the exams

whereas others were totally against using technology

inside the classroom. Some teachers even called to go

back to the pen and paper to ensure that students are

not using AI. Ethical use of AI requires skill

development for students and teachers, there is no

room for judgment and personal reasoning based on

personal experience. Educators have also experienced

colleagues using AI without proper oversight, leading

to poor-quality work. Some of the new skills required

for this new role are facilitation, Mentoring,

Individual Student support, Autonomy, Active

learning, digital literacy, peer learning,

Some of the new skills required for this new role

are data security, transparency, and data privacy.

Supporting Quotes: "There needs to be lessons on

how to use AI ethically. It's a tool, but it shouldn't

replace the human element."AI can't replace teachers.

We need to check its work and ensure it's used

properly."

This finding addresses the gap in the literature

surrounding the ethical implications of AI in

education. While research often focuses on AI's

capabilities, little attention is given to the ethical

guidelines needed to manage its use effectively

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(Williamson, 2017). This study highlights the need

for educational institutions and regulators to develop

overarching comprehensive ethical guidelines for AI

use, both for teachers and students, to ensure that AI

supports rather than undermines learning.

Educators showed that the interaction with

students can be more customized and individualized.

This provides students with more quality and valuable

experience. Interviewees showed concerns that the

human interaction might fade away and the

communication with students will become robotic.

The ability of AI to analyze the outcome of individual

students assess their strengths and weaknesses and

recommend the best possible plan for the student to

be better at increasing the knowledge base and

reaching the goal of the learning objective.

Participant Quote: "AI helps me identify which

students need help, but I worry about losing the

human element in teaching. Sometimes it feels like

we're too focused on data and not enough on the

individual student."

This finding highlights an important area that has

not been thoroughly explored in the literature—the

impact of AI on teacher-student interactions. While

the literature often extols AI's efficiency and

personalization capabilities, this study suggests that

teachers value their interactions with students and

fear that AI might diminish these relationships

(Holmes, W., Bialik, M., & Fadel, C., 2019). This

study recommends that AI be used as a tool to

complement, rather than replace, these important

interpersonal dynamics.

The interviewees expressed that AI has started to

help automate administrative tasks, such as lesson

plans, grading, creating assessments, and preparing

teaching materials. Teachers are increasingly using

AI to reduce their workload.

As AI technology is changing daily and new tools

emerge, teachers might find it challenging to keep up

with technology if they don't have the right skills to

do so. The AI tools are very dynamic and teachers

need to have continuous agile professional

development need to be handy to equip and update

teachers on the latest technological inventions or tools

to make their lives easier. Supporting statement:

"Teachers are using AI to automate administrative

tasks such as preparation, grading, and assessment."

"So now we are moving the teachers outside their

comfort zone by adopting the technology and by

adopting AI. It needs a transformation strategy. It's

not easy, but it's very rewarding once it's done"

Skills required: digital literacy, information

validation, information triangulation, adaptability,

continuous learning, and critical thinking. To further

substantiate the results, future research could

incorporate perspectives from diverse educational

stakeholders and compare findings across different

regions or international contexts.

5 SKILLS REQUIRED

In the emerging AI-driven era of industrial

transformation, the role of the teacher is transforming

dramatically from content delivery to facilitation.

From a business perspective especially in Human

resources-related activities, educators need to be

well-equipped to succeed in their new role with the

right skills. These skills are to be embedded in the

induction, upskilling, and professional development

of existing teachers, and at the same time they need

to be embedded in the curriculum for teacher

colleges.

These skills are divided into Education

Administrative skills which include grading that can

be done using artificial intelligence that can read

directly existing systems, activities, learning

platforms, engagement systems, and sentimental

analysis algorithms. At the same time attendance

tracking automation system automation can be done

at the system level using face detection software that

can provide live information on the location of the

student not only in the classroom but in what part of

the school. This system can engage in active

communication with parents and students with little

guidance from the teachers. Teachers in these cases

need to have the required skills to read through these

systems and steer the communication with parents or

students. In addition, scheduling used to be one of the

key tasks that vice principals or tech teachers can

skillfully do. Scheduling used to take lots of time to

prepare different scenarios with various options to get

the most acceptable one by teachers and management.

Currently with the use of AI scheduling can be a very

simple task that can be done in seconds with various

simulation techniques. Scheduling skill is one of the

skills that is becoming less important and feeding the

information into the system is getting more important.

The role of teachers is dramatically changing from

content delivery to facilitation. Teachers' roles are

shifting and moving away from standardized

instruction to personalized coaching and facilitation.

While AI can handle some aspects of content

delivery, the teacher's role now includes coaching and

facilitating that aligns with individual student needs

and individual education plans. This is where active

learning techniques come into action.

An Exploratory Investigation of the Artiﬁcial Intelligence Adoption on Teachers Job Designs

171

Evaluation Techniques Skills

The way teachers assess student performance is also

evolving leading to better student outcomes if

teachers have the right skills to implement.

Classroom management skills now involve handling

blended learning environments where both in-sitio

and digital education tools are available. The

education sector can't apply system-wide AI

integration without upskilling teachers' skills to be

successful. Teachers need to have the right skills to

maintain engagement across different formats.

Engagement strategies ensure that students are active

participants regardless of online or face-to-face

format. Differentiated instruction to lead to individual

learning plans is one of the dreams of any education

system strategist. Differentiated learning as an

outcome of personal learning plans has become more

accessible with AI. Teachers should know how to

analyze data to understand the unique needs of each

student and adjust their teaching methods according

to individual learning plans. This skill is particularly

valuable for supporting diverse learners, including

those with special educational needs.

AI's ability to perform predictive analytics further

supports teachers' role inside the classroom. Teachers

once have the right skills can predict with AI which

students might struggle based on their current

performance trends, allowing them to pre-emptively

intervene. The skill of data interpretation is essential

here, as educators must translate data insights into

actionable teaching strategies. In Addition,

information validation, where teachers should have

the skill to guide students in critically evaluating AI-

generated content to ensure accuracy and reliability.

These skills need to be developed for teachers to be

well-equipped to guide the education transformation.

Personal Development Skills

The rapid integration of AI in education demands that

teachers develop skills that go beyond traditional

lecturing, to support teachers with a strong foundation

in digital literacy and AI literacy. Teachers should be

upskilled on what AI is, how AI works, its limitations,

and potential biases. This is crucial for educators to

effectively incorporate technology in the classroom

and teach students to use AI tools responsibly and

ethically. Furthermore, teachers need to be trained in

using digital platforms and resources to enhance

pedagogical strategies and leverage them to conduct

administrative tasks.Critical thinking remains one of

the main pillars of education, but its role has

expanded in the digital age.

These collective skills represent a new set to be

included in HR-related activities, professional

development, ethos, and habits any teacher needs to

have. As AI continues to shape the future of

education, teachers need to adapt their role to align

with the new era. This change requires detailed

change management plans. Through this

transformation and transition, educators remain at the

heart of the learning process not as lecturers as

facilitators. We need to preserve human interaction to

make learning meaningful and have the technology at

the service of humans.

6 SUMMARY OF STUDY

FINDINGS

This paper contributes to the study by providing

answers to the research question on the impact of the

AI integration in education on the teacher’s roles, the

skill required to have this integration more effective

and pleasing for teachers. The set of skills are as

follows:

Digital Literacy: Ability to use technology when

needed, stay updated, navigate the digital landscape,

and continuous and active AI professional

development.

Facilitation: Transform the role of teacher from

content delivery to facilitation, mentoring, and

guidance. The information won’t be the challenge

anymore but knowing how to get it without biases is

more important.

Mentoring: improve emotional intelligence,

individualized support, critical thinking, and

engaging students through their journeys.

Ethical AI Use: data privacy, overall arching

ethical use strategy, system level understanding,

logical thinking, algorithm biases and data privacy

Change Management: Embrace the change and

shift, transition the role function, adapting to shifts in

teaching roles and embracing AI-driven changes.

Active Learning: Encourage engagement,

manage groups, keep information flow, interactive

learning, flexible and agile learning plans.

Information Validation and Critical Thinking:

The ability to validate generated information, teach

students how to evaluate AI-generated information,

ensure accuracy, and address algorithm biases.

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Adaptability: adaptable learning plans updated

with the latest advancement, agile enough to get

students to the learning objective in the shortest way

possible.

By addressing these skills, the study not only fills

important gaps on how AI integration can be

optimum and efficient but also offers more depth to

the literature.

To enhance the practical relevance of the

findings, this discussion includes actionable policy

recommendations. Schools and policymakers should

prioritize structured training programs that equip

teachers with the necessary digital and ethical skills

to work effectively with AI.

7 CONCUSIONS

The adoption of artificial intelligence (AI) in

education is transforming the teaching profession.

Educators are required to transform from traditional

content delivery to more dynamic roles such as

facilitators and mentors. This shift in roles and

identity enables teachers to focus on personalizing

learning experiences and fostering critical thinking.

Educators can rely on AI and automate routine tasks

like grading, lesson planning, and tracking student

performance and focus on reaching the learning

objective in novice ways. To be able to succeed in this

transition teachers need to have a fully revised

professional development plan for existing teachers

and revised education degree programs for new

teachers. The new transition needs to be supported by

a new set of skills and habits that teachers need to

master to succeed in their new roles. In conclusion,

AI integration in education has the potential to

revolutionize the education system globally. It must

be accompanied by comprehensive and continuous

training programs, and support mechanisms for

educators.

This exploratory investigation contributes to the

literature review in several significant ways. First, it

is Addressing Gaps in AI Integration and Teacher

Training: The study identifies some gaps in the

existing literature by highlighting the need to have

continuous and agile professional development done

at the system level or individual level. The study's

findings support the need for targeted professional

development programs to close this gap, aligning

with recommendations from scholars like (Holmes,

W., Bialik, M., & Fadel, C., 2019). Secondly, it

Highlights Ethical Considerations and Resistance to

AI: Ethical concerns are discussed in bits and pieces

in the literature. The system level training is needed

on what is ethically correct and what is not. Currently,

in the literature, there is a discrepancy between what

is considered acceptable and what is not. Some

educators expressed that they can never allow any

student to use AI while others were helping students

use it. Addressing Skills Gaps and Professional

Development Needs: The study contributes to the

literature review on skills and competencies required

for AI integration. This details specific skills, such as

digital literacy, individual learning, data privacy, data

validation, ethical AI use, and adaptive teaching. It

supports the argument that current teacher training

may be outdated and misaligned with the skills

needed for the new AI era. This calls for updating

professional development frameworks. While this

study provides valuable insights into the evolving role

of teachers in the future AI era, several limitations

must be addressed. The study relied on qualitative

data from semi-structured interviews, which are

inherently subjective by nature. Quantitative research

might be needed to assess these variables at a

quantitative level and explore the relationships

between them. While this approach allowed for in-

depth exploration of teacher perspectives, it may not

capture all aspects of AI integration on teachers' roles

and skills.

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