As artificial intelligence and digital technologies continue to reshape education, the role of teachers is becoming increasingly complex and demanding. A new article published in ECNU Review of Education (https://journals.sagepub.com/doi/10.1177/20965311261421964) on May 13, 2026, by Andreas Schleicher of the OECD explores what constitutes quality teaching in the age of AI and argues that the future of education depends not only on technological advancement, but also on the human qualities of teachers.
Expectations for teachers have always been high and continue to grow. Teachers are expected to possess deep subject knowledge, understand diverse learners, and apply effective pedagogical strategies. Beyond these traditional responsibilities, they are also expected to respond to students' varied needs, promote inclusion and social cohesion, and foster collaborative learning environments. In addition, teachers today are increasingly expected to serve as role models for lifelong learning. Students are more likely to develop lifelong learning habits when they see their teachers continuously expanding their own knowledge and questioning existing ideas.
The article highlights how AI and digitalization have introduced new challenges for teachers. These include managing information overload, addressing issues such as plagiarism, and protecting students from online risks including fraud, privacy violations, and cyberbullying. Teachers are also expected to help students become critical users of digital technologies and informed consumers of online information. In this context, teaching extends far beyond academic instruction.
Looking ahead, the article presents AI as a powerful but neutral tool that could reshape educational opportunities. According to the author, AI has the potential to make learning more accessible and better tailored to individual learners' needs. It may also create more flexible learning pathways, allowing learners greater control over what, how, and when they learn. At the same time, however, the article stresses that AI is not inherently beneficial. It can amplify both effective and ineffective educational practices. AI may help reduce inequities in some contexts while reinforcing them in others. Although it can support inclusion through adaptive learning opportunities, it may also deepen existing inequalities, as seen during the pandemic. Similarly, AI can help teachers design innovative learning experiences, but it may also limit teacher autonomy by encouraging reliance on pre-set algorithms or scripted teaching methods.
A central argument of the article is that human capacities remain essential in education, particularly in areas where technology has clear limitations. Teachers need strong social and emotional competencies to effectively support students. The author notes that many people attribute their success to teachers who provided emotional support, showed genuine care, or served as role models. These dimensions of teaching are difficult to measure, yet they are fundamental to student development and well-being.
In addition to emotional competence, teachers need professional judgment to navigate the complexities of classroom practice. Classrooms are described as dynamic environments shaped by diverse learners, limited resources, and unpredictable challenges. Teachers must therefore combine subject knowledge and pedagogical expertise with adaptability, creativity, and responsiveness.
In this sense, teaching is portrayed as both a science and an art. On the one hand, effective teaching draws on research-based knowledge of learning processes and pedagogical strategies. On the other hand, it requires adaptability, creativity, and sensitivity to the unique needs of each classroom. Teachers must constantly make complex decisions in dynamic and often unpredictable environments, balancing curriculum demands with students' individual differences and emotional needs.
Ultimately, the article concludes that the future of teaching lies in preserving the human dimensions of education while thoughtfully integrating technological advances. Teachers are encouraged to act as designers of learning experiences, critical guides in a digital world, and role models for students. By balancing technological innovation with human judgment and empathy, teachers can support meaningful and equitable learning in an increasingly digital society.
ECNU Review of Education
Commentary/editorial
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Quality Teaching in the Age of AI: Shining Glory of Humanity in Teaching Profession
13-May-2026
The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.