Teachers’ professional identity in the era of artificial intelligence: A phenomenological study

This study adopted a phenomenological research design to examine the lived experiences of teachers regarding their professional identity in response to the rapid expansion of artificial intelligence (AI) integration in education. The study involved thirty purposively selected teachers as participants. Data were collected through in-depth semi-structured interviews and analyzed using thematic analysis. Member checking was used to validate the findings. Data analysis followed a systematic phenomenological process, comprising thematic clustering, and synthesis of core themes. Trustworthiness was ensured through member checking, peer debriefing, and maintaining an audit trail. Five themes emerged from the findings; evolving professional roles, diverse emotional responses, emerging patterns of teacher-AI partnership, tensions between teacher autonomy and standardized instruction, and a redefinition of professional identity. The study revealed that teachers initially feared role erosion but gradually recognized the potential for AI to support, rather than replace, their teaching. Majority of the participants reported a transformation in their professional identity that signify a shift from traditional instruction toward facilitation in AI-mediated environments. It was recommended, among others, that rather than undermining the role of teachers, AI should be positioned to advance their professional identity within the classroom environment.