Artificial Intelligence and the Future of Teaching Careers

Artificial Intelligence (AI) has gone from being a theory to a real tool used more and more in education and other fields. Both machine learning, natural language processing and automated decision-making are now used in AI, all helping to advance the methods of knowledge delivery and assessments (Alqahtani et al. 2023). The use of AI is now a major worldwide concern when it comes to what teaching careers will be like as the education system adapts to digital changes and post-COVID recovery (Chen et al. 2022). Even though AI can help with paperwork and learning, it also worries people about job loss, professional self-esteem, equality and the ethics of what it does. To evaluate the effect of AI on teaching, this research review uses newly published, governmental and journalistic materials. It claims that AI might bring changes to teaching work, but educators are probably going to be supported by the technology rather than replaced, if proper education and policy reinforce them.

In many educational settings, Artificial Intelligence is used through flexible learning platforms, automated tutoring and managerial softwareYang & Kyun (2022) explain that AI technology supports individualised teaching for students by adjusting lesson plans without increasing a teacher’s work. These tools which come with Century Tech and Carnegie Learning, give instant feedback to everyone in the classroom and may boost learning results.

Shaik et al. (2022) finds that AI can relieve teachers by helping automate busy tasks such as checking assignments and preparing lessons. Even so, these benefits do not reach everyone equally. Places with little digital setup may find it hard to use these tools, leading to more gaps between students with and without access (Manoharan & Nagar 2021). At the same time, AI makes teaching more effective, but does not take the place of the emotional, relational and pastoral parts of teaching in a school setting (Fanni et al., 2023). As a result, current tools are effective, yet they mainly support education instead of revolutionising it.

A lot of people worry about AI taking over teachers, yet these fears are mostly overdone. The OECD states (in its report from 2021) that only a fraction of teachers’ duties could be automated (Organisation for Economic Co-operation and Development, 2021). Some examples are working the administration, adding data and delivering short pieces of content. Yet, important tasks related to mentoring, ethics and learning in social settings cannot be handled by today’s AI.

Mah et al. (2022) believe that AI could cause job responsibilities in teaching to evolve instead of being wiped out entirely. More and more, teachers will need to help with learning using AI, understand data-derived suggestions and create individualised lessons. Due to these changes, those trained teachers must give priority to competence in technology use and ethics (Kuleto et al., 2021). What really matters is how to support teachers in their changing duties, not whether someone else will take their positions.

In addition, there are links between this issue and both gender and economic circumstances. In several poorer countries, most teachers are female. These groups could be the worst affected by an AI age if nothing is done to strengthen their skills (Manoharan & Nagar 2021). As a result, policymakers should note tech development alone, also considering how it will be received by communities.

Making education AI-assisted requires us to significantly invest in helping educators adjust to new forms of teaching. The UK’s National AI Strategy (2021) includes education as a key area, but offers little on how teachers will be prepared for AI. If there is not enough help, teachers can become technologically alienated which leads to greater job dissatisfaction and an increase in leaving their jobs.

According to The Economist (2021), some nations such as Singapore and Finland are training their teachers to handle technology-driven learning environments. Meanwhile, the UK system has not introduced a standard AI CPD nationwide. Without consistent methods of training, it is possible for that gaps to emerge among different regions and establishments.

At the same time, digital skills shouldn’t be used without also reflecting on how to teach better. Sharifani et al. (2021) stated that bringing AI into teaching calls for both operational understanding and awareness of the effects that algorithms have on learning plans, how students participate and fairness in evaluations. As a result, instructors need to blend skills in coaching with knowledge of how to teach others.

Since AI is now a part of education, ethical problems concerning privacy, surveillance and bias have emerged. Because AI tools use data from student activities, people are concerned about privacy and whether children have given their consent. Muli (2024) point out that AI in classrooms must follow both the GDPR and ethical rules for education. Besides, algorithms can copy and increase social biases. An AI that has learned from past academic records may not treat students in marginalised communities equally. It also means that teachers have to act responsibly, keeping everyone’s faith by using the tools properly.

Professional image is part of the process too. Teachers traditionally believe their role is to both present facts and steer students toward the right choices. If AI starts to present content or suggest grades, people may feel the teacher’s value decreasing. To handle this, we should begin to view AI as helping us rather than removing the need for us. According to Cardona et al. (2023), AI will be most meaningful when educators feel in control of teaching.

Alqahtani et al. (2023) provide a strong technical overview of AI applications but lack attention to socio-cultural implications.

Cardona et al. (2023) offer balanced policy recommendations, emphasizing educator agency.

Manoharan & Nagar (2021) highlight digital inequality risks, though their focus on infrastructure overshadows broader pedagogical concerns.

AI could change teaching careers in some good and bad ways. Even though AI won’t directly remove educators, it will certainly transform their job and require them to learn new skills, ethics and support from others. Right now, using these applications in education seems beneficial for efficiency, but taking care to not affect fairness or human relationships is necessary. All three parties (policymakers, educators and technology developers) must join forces to ensure that AI acts as a help, rather than a source of disruption. Although teaching centres on people, its teachers have to use technology in their work.