Reconfiguration of Teacher Identity in the Era of Generative Artificial Intelligence

Perceptions, Resistance, and Opportunities in Contemporary Education

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DOI:

https://doi.org/10.62161/revvisual.v18.6290

Keywords:

Generative Artificial Intelligence, Pedagogical transformation, Educational innovation, Digital competences, Educational technology

Abstract

This study examines teachers’ perceptions of integrating generative artificial intelligence (GAI) in education and its influence on the redefinition of their professional identity. Survey data from 328 teachers across various educational levels were analyzed to assess their perspectives, usage patterns, technological competencies, and primary challenges encountered during GAI implementation. The findings indicate a generally positive perception of GAI; however, adoption rates vary significantly and are affected by factors such as technological adaptability, access to training, and ethical concerns.

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2026-10-19

How to Cite

Paula-Veloz, N. (2026). Reconfiguration of Teacher Identity in the Era of Generative Artificial Intelligence: Perceptions, Resistance, and Opportunities in Contemporary Education. VISUAL REVIEW. International Visual Culture Review Revista Internacional De Cultura Visual, 18(5), 59–75. https://doi.org/10.62161/revvisual.v18.6290

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Vol. 18 No. 5 (2026)

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Research articles

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