Transformation of Lower Secondary School Teachers’ Professional Roles in Generative Supported Teaching
TL;DR
The findings indicate that GenAI does not diminish the teacher’s position; rather, it increases the demands placed on professional judgment, agency, and pedagogical responsibility, and GenAI integration should follow a human-centered approach.
Abstract
The rapid development of generative artificial intelligence (GenAI) is changing how teaching is designed, organized, and assessed, thereby requiring a transformation of lower secondary school teachers’ professional roles. Using an integrative literature review, along with theoretical analysis, comparison, and synthesis, this article systematises changes in teachers’ professional practice as GenAI is incorporated into teaching. The findings identify six major shifts: from content transmission to learning design; from information provision to knowledge verification and curation; from classroom management to the orchestration of teacher-student-AI interaction; from product grading to authentic assessment design; from compliance with professional norms to ensuring ethics and digital safety; and from periodic training to continuous professional learning. Accordingly, the article proposes six corresponding competency domains and enabling conditions at the teacher, school, and education-management levels. The findings indicate that GenAI does not diminish the teacher’s position; rather, it increases the demands placed on professional judgment, agency, and pedagogical responsibility. GenAI integration should therefore follow a human-centered approach in which teachers retain final authority over instructional goals, content, processes, and quality.