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Research on the Model Construction and Practical Pathways of Human-AI Collaborative Teaching in the Digital-Intelligent Era: From the Perspective of Teacher Adaptive Development

Author(s)

Tianze Zhao1, Xiangwei Zhang2,*

Affiliation(s)

1Daniels Faculty, University of Toronto, Toronto, Ontario, Canada 2School of Architecture, Tianjin University, Tianjin, China *Corresponding Author

Abstract

Amidst the profound reconstruction of the educational ecosystem by digital-intelligent technologies, teachers face dual challenges of role transition pains and technological adaptation crises. This study focuses on the core issue of "teachers' role adaptation and pedagogical innovation in human-AI collaborative teaching," integrating Social-Technical Systems (STS) theory with an ecological model of teacher professional development to reveal teachers' irreplaceable value as instructional designers, emotional connectors, and ethical guardians. Key findings include: Three predominant scenarios of human-AI collaborative teaching have emerged-intelligent diagnosis, virtual-physical inquiry, and generative collaboration, yet three critical adaptation gaps persist among teachers: weak technological integration capabilities, role identity anxiety, and deficient algorithmic ethics judgment; Fundamental conflicts stem from the tension between technological efficiency orientation and educational process values, manifested through AI's compression of student trial-and-error space and tool fragmentation undermining holistic education; Accordingly, a "Three-Phase Five-Dimension" collaborative model is proposed, adopting dynamic equilibrium principles to allocate responsibilities (AI handles standardized tasks while teachers lead value-rational domains) with embedded ethical review mechanisms; Teacher adaptation pathways are suggested: developing technological integration and interdisciplinary design capabilities at individual level; innovating virtual teaching communities and competition-incubation mechanisms at organizational level; and creating teacher-friendly interfaces at technological level. The study concludes that human-AI collaboration must center on teacher agency, advocating future trustworthy AI educational infrastructure and teacher ethical certification to build a "Humanities as Essence, Technology as Utility" educational ecosystem.

Keywords

Human-AI Collaborative Teaching; Teacher Role Transformation; Digital-intelligent Education; Educational Ethics; Adaptive Development

References

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