Systematic Literature Review on Teacher's Roles in AI-Supported Education

Abstract

The widespread adoption of ChatGPT, an artificial intelligence (AI) language model capable of generating tailored responses to various inquiries, has raised serious concerns among teachers and educators. With the possibilities that AI has to offer, students can write essays, attain high scores in tests and generally substitute their intellectual work with the work of AI. To what extent will such opportunities influence the role of the teacher? According to Luckin et al. (2016), AI will serve as a catalyst for the transformation of the teacher's role. The implementation of AI in education may require not only the acquisition of new teacher's tasks and competencies, but also the obsolescence of certain teacher's responsibilities, which can ultimately lead to a shift towards new emphasis of the teachers' work. This paper proposes a systematic literature review on the teacher's role in AI-enhanced learning settings. It includes a definition of the teacher's role, problem statement, research questions, described methodology and next steps for the research. The systematic review results will be visualized as a map of teachers' roles and competencies at the ISLS conference.