The Future of Teaching: Examining the Role of AI Tutors and Human Teachers in Co-Teaching Models

The study examine how the emotional preparation and digital fluency impacts the university teachers ready to use Artificial Intelligence (AI) as a learning companion. A quantitative research design was employed and the teachers in respective schools were questioned in both government and privately owned institutions of higher learning. The descriptive statistics of demographics provided answers to some of the questions on the demographic variables, which included the gender, age, teaching experience and institution type and digital proficiency in respect to the participants. The Pearson correlation test proved that there is a strong positive relationship between the emotional readiness and the trust in AI (r =.612, p < .01), meaning that the more emotionally ready a teacher is the more likely he/she is going to trust and eventually implement the AI into the instructional process. Multiple regression analysis revealed that the level of emotional readiness and digital fluency appeared among the leading predictors of willingness to use AI, yet the former seems to be more significant than the latter. ANOVA findings demonstrated that new teachers had better opportunities to accept using AI in learning than the advanced ones. The findings are in the line with other studies that gave specific emphasis on the importance of emotional and technological preparedness to effective accommodation of technology. In the study all the ethical procedures including the informed consent and confidentiality of data were followed. The recommendation part, should have teacher training programs, digital literacy workshop and policies, that facilitate emotional and technical readiness, as per the findings. The implications of the research are high regarding effective adoption of AI and positive educational results.