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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 0009-0002-6750-314X), Nee Nee Chan, Weng Kin Ho
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
FullText Text:
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  Data: Teachers in Transition: Mapping the Impact of Artificial Intelligence on Teachers
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  Data: <searchLink fieldCode="AR" term="%22Bicheng+Diao%22">Bicheng Diao</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-6750-314X">0009-0002-6750-314X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nee+Nee+Chan%22">Nee Nee Chan</searchLink><br /><searchLink fieldCode="AR" term="%22Weng+Kin+Ho%22">Weng Kin Ho</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Information+and+Learning+Technology%22"><i>International Journal of Information and Learning Technology</i></searchLink>. 2026 43(3):205-222.
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  Data: 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
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  Data: 18
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Trends%22">Educational Trends</searchLink><br /><searchLink fieldCode="DE" term="%22Technological+Advancement%22">Technological Advancement</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+%28Occupation%29%22">Teaching (Occupation)</searchLink>
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  Data: 10.1108/IJILT-08-2025-0241
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  Data: 2056-4880
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  Label: Abstract
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  Data: 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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      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Educational Research
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      – SubjectFull: Educational Change
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      – SubjectFull: Teaching (Occupation)
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      – TitleFull: Teachers in Transition: Mapping the Impact of Artificial Intelligence on Teachers
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