The Erosion and Reconstruction of Teachers’ Authority in the Context of Artificial Intelligence

Abstract

Objective: The emergence of artificial intelligence (AI) is reshaping traditional teacher authority, challenging the established roles of educators as primary knowledge producers and compressing emotional communication between teachers and students. This shift undermines various forms of teacher authority, including statutory, traditional, and epistemic, necessitating a redefined approach to authority and teacher-student relationships. In this context, there is an urgent need to emphasize student care and moral education, with Noddings’ care-centered perspective providing a valuable framework. AI’s capabilities, driven by big data and deep learning, risk fostering a reliance on technology that diminishes teachers’ agency and proactive engagement in instruction, while also isolating interpersonal connections and weakening trust. To address these challenges, teachers should embrace dual roles as educators and nurturers. Narrative-based teaching can enhance students’ creativity and emotional engagement, while creating interactive environments that foster close relationships can strengthen trust within the educational community.