Teaching in times of artificial intelligence: adaptation or professional reinvention?

Abstract

This article aims to critically reflect on the impacts of Artificial Intelligence (AI) on teaching practices, analyzing whether the integration of such technologies in the educational context requires mere adaptation or a true reinvention of the teacher's role. Using a bibliographic review methodology, the study selected publications from 2020 to 2025, including articles authored by the researcher, which discuss the use of AI in the teaching-learning process from different perspectives. The analysis revealed that although AI-based tools can optimize planning, assessment, and personalized learning, their effectiveness depends directly on the teacher's critical and intentional mediation. Furthermore, it is emphasized that the adoption of these technologies must consider social inequalities and ensure equitable access and teacher training. The study concludes that the presence of AI in education does not replace teachers but demands a reconfiguration of their practice, guided by ethical, pedagogical, and humanizing principles. Thus, teaching in times of artificial intelligence requires a conscious movement of professional reinvention, aiming for more meaningful, inclusive, and student-centered education.