The Role of Teaching Staff in the Age of TechnoFeudalism and Artificial Intelligence

Abstract

In the era of technofeudalism, the educational system is being profoundly reconfigured by large technology corporations and the rise of Artificial Intelligence (AI). This article critically examines the role of teachers in the face of these changes, where digital platforms and algorithms not only mediate learning but also define and condition what is taught, how, and for what purpose. To do so, Critical Discourse Analysis (CDA) is employed to identify the ideological frameworks that shape the representation of teachers in recent institutional documents. The study is based on a review of international and national guidelines published since 2022, focused on the educational use of AI. The institutional documents analyzed reveal three perspectives on the teacher’s role: as a technical executor of tools, as a strategic mediator, or as a critical and transformative agent. Overall, these guidelines promote an alleged personalization of learning, though often through process automation without truly transforming educational practices. In response, the article argues for the need to reclaim a critical pedagogy that positions teachers as key agents of change in the integration of technology into education, rather than mere tool operators.