By: Dr Zahoor Ahmad Mir
Teaching has always been a cornerstone of human progress, evolving over time to meet the changing demands of society. Historically, education tried to shape individuals in accordance with society standards, with instructors serving as the primary source of information. Aristotle famously saw teachers as “moral and intellectual guides,” whereas Plato emphasised that “education is teaching our children to desire the right things.” This regard for teachers as the “sage on the stage” endured from early civilisations to mediaeval scholasticism. However, the rise of artificial intelligence (AI) and technological breakthroughs in the twenty-first century has reshaped the educational landscape, altering how teachers educate and what they prioritise.
The integration of AI into education creates both extraordinary opportunities and significant challenges. With digital tools that provide rapid access to large libraries of information, teachers are no longer the primary suppliers of knowledge. Instead, they now serve as facilitators, guiding students through a vast ecosystem of knowledge while employing critical thinking, ethical judgement, and creativity. While this transformation allows for wider access to learning resources, it also raises important questions about the role of instructors in an AI-driven future.
AI has dramatically altered traditional teaching responsibilities by automating grading, lesson planning, and data analysis. Platforms like Gradescope make evaluation easier, while tools like ChatGPT provide rapid explanations and insights. These innovations improve productivity while also challenging the long-held view of instructors as important figures in the classroom. The poet notes,
Chaman main ik nayi bahaar hai lekin
Baaghban ki parakh, ab bhi zaroori hai
(A new spring may bloom in the garden, but the gardener’s touch remains necessary).
The changing role of teachers needs a balance between technology proficiency and the invaluable human characteristics of education. While AI excels at processing data and carrying out mundane tasks, it lacks the empathy, intuition, and moral direction that distinguish human relationships. As a result, the teacher’s duty becomes more multifaceted: incorporating digital tools to improve instruction while encouraging critical and ethical participation among students.
This dual role emphasises the need for teachers to gain new skills and views. Technological proficiency is no longer optional, but required, allowing them to effectively use AI as an ally rather than a competition. For example, AI-driven solutions can assist teachers in personalising learning experiences, identifying students’ strengths and weaknesses, and providing timely feedback. However, these efficiencies must be accompanied with a renewed emphasis on developing emotional intelligence, creativity, and ethical awareness—qualities that AI cannot imitate.
Critical thinking remains at the heart of this growing instructional model. In an age when disinformation spreads as quickly as factual information, teachers play a critical role in preparing children to analyse and challenge digital content. Socrates’ ageless saying, “The unexamined life is not worth living,” serves as a reminder of the ongoing value of intellectual inquiry. Teachers must encourage pupils to question AI-generated results, cultivating an informed and inquisitive mindset that values accuracy and discernment.
The ethical aspects of AI warrant careful attention. Data privacy, algorithmic prejudice, and the influence of automation on employment all need students to gain a comprehensive knowledge of technology’s societal implications. Teachers, as ethical mentors, are particularly positioned to help students navigate these challenges. For example, conversations about AI’s role in surveillance and employment displacement can instill a feeling of responsibility and understanding in future decision-makers. This ethical component emphasises the crucial role of teachers in moulding a conscientious, tech-savvy youth.
Creativity and innovation, the hallmarks of human brilliance, require reinforcement in an AI-dominated future. Unlike computers, human creativity requires divergent thinking, emotional depth, and the ability to link seemingly disparate ideas. Teachers may motivate students to see AI as a tool for maximising their creative potential by creating learning activities that emphasise cooperation, exploration, and problem-solving. For example, employing AI to replicate historical settings or produce fresh ideas in art and literature can help students explore alternatives to rote learning.
To remain relevant in this revolutionary age, teachers must embrace lifelong learning. Professional development in digital competences is critical, allowing them to adapt to changing technology and model adaptation for their students. This dedication to progress aligns with the wider ideas of New Education Policy, which emphasises interdisciplinary learning, skill-based education, and digital literacy. By aligning with these ideals, teachers may effectively integrate AI into classrooms while preserving the human element of teaching.
As artificial intelligence continues to alter education, the role of teachers remains critical. In addition to imparting knowledge, they foster students’ curiosity, empathy, and resilience. Nietzsche’s observation that “the surest way to corrupt a youth is to instruct him to hold in higher regard those who think alike than those who think differently” emphasises the significance of encouraging independent thought. Teachers, as mentors and facilitators, are especially qualified to lead students through the intricacies of today’s world, ensuring that AI is used as a tool for human growth rather than a replacement for human insight.
Teachers may rethink their responsibilities for the future by embracing the opportunities that AI provides while remaining committed to the values of critical thinking, ethics, and creativity. In doing so, they ensure that education remains a very human endeavour, founded in the ageless task of influencing minds and cultures.
The writer teaches Political Science at School of Education Studies, Lodhi Road Campus, Dr B R Ambedkar University Delhi. mirzahoor81.mz@gmail.com
