TRANSFORMING THE ROLE OF TEACHERS IN THE AGE OF AI: FROM KNOWLEDGE PROVIDERS TO LEARNING FACILITATORS

Abstract

This conceptual exploratory study focuses on the role shift of university teachers in the age of artificial intelligence (AI) from the traditional role of conveying knowledge to that of facilitating learning. The research is set in higher education landscape of Lahore and Islamabad, Pakistan with a qualitative methodological framework for 25 faculty members of universities. The study presents five major themes illustrating how AI can transform learning processes, the need to shift from teaching to facilitating learning, the need to develop new skills in the field of digital and AI, the challenges of institutionalization in the age of AI, and the importance of preserving a human-centered educational framework.The study identifies five core themes, including: AI as a tool for transforming teaching processes, pedagogical change from teaching to facilitating learning, the need to acquire new skills in digital and AI, issues in institutionalization in the age of AI, and the need to preserve a human-centric learning process. The proposed framework outlines how generative AI can be used to assist in the automation of routine tasks such as content generation and formative assessment, but emphasizes the crucial role of human judgment, accuracy checks, and ethical supervision in ensuring educational efficacy. Finally, the paper suggests that AI does not supplant teachers but rather shifts the emphasis on academics to a more balanced approach, emphasizing the need for critical inquiry, assessment design, and relational mentorship. The study suggests that creating transparency and clear institutional policies, targeted professional development and authentic assessment redesign will facilitate a responsible use of AI.