Identity in Transition: How Teachers Learn, Adapt, and Evolve with AI

Source abstract

With the surge in the use of Artificial Intelligence (AI) in recent years, educators have been introduced to new tools that may influence and change the future of education as it is known. How educators adapt to and evolve with AI depends on how they view AI in relation to who they are and how they teach. This article defines identity in education, from academic identity to specific disciplinary identities like STEM identity for educators, which involves an integrated understanding of science, technology, engineering, and mathematics. It introduces the critical concept of AI Identity, defined as a professional self-concept encompassing comfort, competence, and agency in leveraging AI for teaching. Developing an AI Identity is a four-step iterative process: Understanding, Exploration, Implementation, and Reflection and Criticality. Key competencies for an AI-identified educator include theoretical knowledge (episteme), practical skills (techne), and crucial professional judgment (phronesis). The article emphasizes the urgent need for teacher education programs to integrate AI competencies across curricula, preparing future educators to use AI, ensuring they are AI-ready and can model critical engagement with students responsibly and effectively.