Towards Synergistic Teacher-AI Interactions with Generative Artificial Intelligence

• URL: http://arxiv.org/abs/2511.19580v1
• Date: Mon, 24 Nov 2025 18:29:29 GMT
• Title: Towards Synergistic Teacher-AI Interactions with Generative Artificial Intelligence
• Authors: Mutlu Cukurova, Wannapon Suraworachet, Qi Zhou, Sahan Bulathwela,
• Abstract summary: Automation of teaching tasks through GenAI raises concerns about reduced teacher agency, potential cognitive atrophy, and the broader deprofessionalisation of teaching.<n>This chapter presents a conceptualisation of five levels of teacher-AI teaming: transactional, situational, operational, praxical and synergistic teaming.<n>We outline a future vision that moves beyond individual teacher agency toward collaborative decision-making between teachers and AI.
• Score: 4.647571398484235
• License: http://creativecommons.org/licenses/by-nc-nd/4.0/
• Abstract: Generative artificial intelligence (GenAI) is increasingly used in education, posing significant challenges for teachers adapting to these changes. GenAI offers unprecedented opportunities for accessibility, scalability and productivity in educational tasks. However, the automation of teaching tasks through GenAI raises concerns about reduced teacher agency, potential cognitive atrophy, and the broader deprofessionalisation of teaching. Drawing findings from prior literature on AI in Education, and refining through a recent systematic literature review, this chapter presents a conceptualisation of five levels of teacher-AI teaming: transactional, situational, operational, praxical and synergistic teaming. The framework aims to capture the nuanced dynamics of teacher-AI interactions, particularly with GenAI, that may lead to the replacement, complementarity, or augmentation of teachers' competences and professional practice. GenAI technological affordances required in supporting teaming, along with empirical studies, are discussed. Drawing on empirical observations, we outline a future vision that moves beyond individual teacher agency toward collaborative decision-making between teachers and AI, in which both agents engage in negotiation, constructive challenge, and co-reasoning that enhance each other's capabilities and enable outcomes neither could realise independently. Further discussion of socio-technical factors beyond teacher-AI teaming is also included to streamline the synergy of teachers and AI in education ethically and practically.

Related papers

• Generative AI in Training and Coaching: Redefining the Design Process of Learning Materials [44.99833362998488]
  We explore how AI integrates into the design process of learning materials, assessing its impact on efficiency, pedagogical quality, and the evolving role of human trainers and coaches.<n>Through qualitative interviews with professionals in education and corporate training, we identify the following key topics.<n>We derive how tools based on GenAI can successfully be implemented for trainers and coaches on an individual, organizational, systemic, and strategic level.
  arXiv  Detail & Related papers  (2025-08-06T03:42:43Z)
• Enterprise Architecture as a Dynamic Capability for Scalable and Sustainable Generative AI adoption: Bridging Innovation and Governance in Large Organisations [55.2480439325792]
  Generative Artificial Intelligence is a powerful new technology with the potential to boost innovation and reshape governance in many industries.<n>However, organisations face major challenges in scaling GenAI, including technology complexity, governance gaps and resource misalignments.<n>This study explores how Enterprise Architecture Management can meet the complex requirements of GenAI adoption within large enterprises.
  arXiv  Detail & Related papers  (2025-05-09T07:41:33Z)
• Exploring Collaborative GenAI Agents in Synchronous Group Settings: Eliciting Team Perceptions and Design Considerations for the Future of Work [31.376737005894793]
  We investigate the potential of collaborative GenAI agents to augment teamwork in synchronous group settings.<n>Our findings suggest that, if designed well, collaborative GenAI agents offer valuable opportunities to enhance team problem-solving.<n>However, teams' willingness to integrate GenAI agents depended on its perceived fit across a number of individual, team, and organizational factors.
  arXiv  Detail & Related papers  (2025-04-21T00:38:02Z)
• Transforming Teacher Education in Developing Countries: The Role of Generative AI in Bridging Theory and Practice [0.7416846035207727]
  The study focuses on Ghana, where challenges such as limited pedagogical modeling, performance-based assessments, and practitioner-expertise gaps hinder progress. GenAI has the capacity to address these issues by supporting content knowledge acquisition, a role that currently dominates teacher education programs. The study concludes by recommending empirical research to explore these roles further and develop practical steps for integrating GenAI into teacher education systems responsibly and effectively.
  arXiv  Detail & Related papers  (2024-11-16T06:46:09Z)
• Transforming Teachers' Roles and Agencies in the Era of Generative AI: Perceptions, Acceptance, Knowledge, and Practices [0.7416846035207727]
  This paper explores the transformative impact of Generative Artificial Intelligence (GenAI) on teachers' roles and agencies in education. It presents a comprehensive framework that addresses teachers' perceptions, knowledge, acceptance, and practices of GenAI.
  arXiv  Detail & Related papers  (2024-10-03T21:59:01Z)
• Teacher agency in the age of generative AI: towards a framework of hybrid intelligence for learning design [0.0]
  Generative AI (genAI) is being used in education for different purposes. From the teachers' perspective, genAI can support activities such as learning design. However, GenAI has the potential to negatively affect professional agency due to teachers' limited power.
  arXiv  Detail & Related papers  (2024-07-09T08:28:05Z)
• Exploring Teachers' Perception of Artificial Intelligence: The Socio-emotional Deficiency as Opportunities and Challenges in Human-AI Complementarity in K-12 Education [1.9797215742507548]
  In schools, teachers play a multitude of roles, serving as educators, counselors, decision-makers, and members of the school community. With recent advances in artificial intelligence (AI), there is increasing discussion about how AI can assist, complement, and collaborate with teachers. Our study seeks educators' perspectives on the potential strengths and limitations of AI across a spectrum of responsibilities.
  arXiv  Detail & Related papers  (2024-05-20T15:43:04Z)
• Toward enriched Cognitive Learning with XAI [44.99833362998488]
  We introduce an intelligent system (CL-XAI) for Cognitive Learning which is supported by artificial intelligence (AI) tools. The use of CL-XAI is illustrated with a game-inspired virtual use case where learners tackle problems to enhance problem-solving skills.
  arXiv  Detail & Related papers  (2023-12-19T16:13:47Z)
• The AI Assessment Scale (AIAS): A Framework for Ethical Integration of Generative AI in Educational Assessment [0.0]
  We outline a practical, simple, and sufficiently comprehensive tool to allow for the integration of GenAI tools into educational assessment. The AI Assessment Scale (AIAS) empowers educators to select the appropriate level of GenAI usage in assessments. By adopting a practical, flexible approach, the AIAS can form a much-needed starting point to address the current uncertainty and anxiety regarding GenAI in education.
  arXiv  Detail & Related papers  (2023-12-12T09:08:36Z)
• AGI: Artificial General Intelligence for Education [41.45039606933712]
  This position paper reviews artificial general intelligence (AGI)'s key concepts, capabilities, scope, and potential within future education. It highlights that AGI can significantly improve intelligent tutoring systems, educational assessment, and evaluation procedures. The paper emphasizes that AGI's capabilities extend to understanding human emotions and social interactions.
  arXiv  Detail & Related papers  (2023-04-24T22:31:59Z)
• Creation and Evaluation of a Pre-tertiary Artificial Intelligence (AI) Curriculum [58.86139968005518]
  The Chinese University of Hong Kong (CUHK)-Jockey Club AI for the Future Project (AI4Future) co-created an AI curriculum for pre-tertiary education. A team of 14 professors with expertise in engineering and education collaborated with 17 principals and teachers from 6 secondary schools to co-create the curriculum. The co-creation process generated a variety of resources which enhanced the teachers knowledge in AI, as well as fostered teachers autonomy in bringing the subject matter into their classrooms.
  arXiv  Detail & Related papers  (2021-01-19T11:26:19Z)

This list is automatically generated from the titles and abstracts of the papers in this site.

This site does not guarantee the quality of this site (including all information) and is not responsible for any consequences.