Transformation of the teaching role in the era of generative artificial intelligence

Abstract

The expansion of generative artificial intelligence has led to a significant transformation in formal educational settings, particularly in higher education. This study aimed to critically analyze how recent academic literature conceptualizes the transformation of the teaching role in light of the incorporation of generative models such as ChatGPT. A critical literature review was developed based on Scopus (2023–2026), following PRISMA 2020 guidelines and reflective thematic analysis. The final corpus consisted of 36 indexed articles, complemented by Latin American contributions presented at LACCEI 2023–2025. The results identified four predominant narratives: transformational, instrumental, ethical-regulatory, and identity-based. The evidence indicates that teachers are not being replaced, but rather reconfigured toward functions of pedagogical design with AI, process evaluation, ethical mediation, and critical supervision. Academic evaluation emerges as the main point of tension, requiring redesigns focused on metacognition and learning traceability. Likewise, a geographical asymmetry in scientific production was identified, with limited Latin American representation. Based on the findings, a prospective model of teaching competencies in environments mediated by generative AI is proposed. The study concludes that the transformation of the teaching role constitutes an opportunity for professional strengthening when accompanied by critical training and coherent institutional governance.