Redefining the Teacher’s Role in the AI Era: From Content Expert to Learning Facilitator

DOI: https://doi.org/10.62517/jhet.202515553

Author(s)

Nannan Yang, Min Li*

Affiliation(s)

Beijing Institute of Fashion Technology, Beijing, China *Corresponding Author

Abstract

The rapid emergence of artificial intelligence (AI) has transformed the higher education landscape, challenging traditional conceptions of teaching and learning. As generative AI systems become ubiquitous, the teacher’s role as the primary transmitter of knowledge is being fundamentally redefined. This conceptual paper examines how college teachers can evolve from content experts to facilitators of critical thinking, creativity, and digital literacy in AI-enhanced learning environments. Drawing on Transformative Learning Theory and the Technological Pedagogical Content Knowledge (TPACK) framework, the paper argues that the AI era calls for a paradigm shift in teacher identity, pedagogy, and institutional support. The paper concludes by emphasizing the enduring human role in guiding reflection, judgment, and creativity-competencies that remain irreplaceable in an age of intelligent machines.

Keywords

Artificial Intelligence; Higher Education; Teacher Role

References

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