Teachers in Transition: Mapping the Impact of Artificial Intelligence on Teachers
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| Title: | Teachers in Transition: Mapping the Impact of Artificial Intelligence on Teachers |
|---|---|
| Language: | English |
| Authors: | Bicheng Diao (ORCID |
| Source: | International Journal of Information and Learning Technology. 2026 43(3):205-222. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Artificial Intelligence, Technology Uses in Education, Educational Research, Educational Trends, Technological Advancement, Educational Change, Teaching (Occupation) |
| DOI: | 10.1108/IJILT-08-2025-0241 |
| ISSN: | 2056-4880 |
| Abstract: | Purpose: This study examines the evolving influence of artificial intelligence on teachers over the past 2 decades, reflecting a broader computational turn in education. Design/methodology/approach: Using bibliometric methods on literature indexed in Scopus and Web of Science Core Collection, it identifies key shifts in scholarly attention, theoretical perspectives and pedagogical implications. Through keyword co-occurrence, burst analysis and multidimensional scaling, the study maps the field's evolution across four developmental stages (2002-2024). Findings: The findings reveal a gradual transition from belief-based discourse to attitude-behavior frameworks, reflecting how AI integration has reshaped the professional expectations and cognitive roles of educators. Emerging themes such as burnout, perceived risk and role transformation highlight broader challenges facing teachers in adapting to technological change. Originality/value: This review uncovers structural patterns within the literature and also offers critical insights into the redefinition of teaching in the AI era. It calls for historically grounded, interdisciplinary inquiry, thereby informing both future research and educational quality. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507439 |
| Database: | ERIC |
| Abstract: | Purpose: This study examines the evolving influence of artificial intelligence on teachers over the past 2 decades, reflecting a broader computational turn in education. Design/methodology/approach: Using bibliometric methods on literature indexed in Scopus and Web of Science Core Collection, it identifies key shifts in scholarly attention, theoretical perspectives and pedagogical implications. Through keyword co-occurrence, burst analysis and multidimensional scaling, the study maps the field's evolution across four developmental stages (2002-2024). Findings: The findings reveal a gradual transition from belief-based discourse to attitude-behavior frameworks, reflecting how AI integration has reshaped the professional expectations and cognitive roles of educators. Emerging themes such as burnout, perceived risk and role transformation highlight broader challenges facing teachers in adapting to technological change. Originality/value: This review uncovers structural patterns within the literature and also offers critical insights into the redefinition of teaching in the AI era. It calls for historically grounded, interdisciplinary inquiry, thereby informing both future research and educational quality. |
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| ISSN: | 2056-4880 |
| DOI: | 10.1108/IJILT-08-2025-0241 |
