With the rapid development of emerging information technologies, the art education system is gradually entering the era of intelligence and building a new type of educational ecosystem. In this context, the transformation of society, the widespread application of artificial intelligence technology, and the sustained development of the education field urgently require art history teachers to change their role positioning. This study focuses on the impact and reshaping mechanism of AI technology on the professional role of art history teachers. Through literature research and semi-structured interview analysis, it reveals three major challenges faced by teachers: digital literacy gap, curriculum design paradigm transformation pressure, and insufficient interdisciplinary collaboration ability. The study proposes a "trinity" role transformation strategy: ability reshaping: functional upgrading; Collaborative mechanism. The research conclusion points out that the transformation of teachers' roles needs to break through the level of "tool operators" and deepen towards "educational value leaders": using AI technology to deconstruct knowledge authority and reconstruct a teacher-student equal dialogue model with "problem exploration" as the core. Teachers fully recognize the development of disciplines, educational value, technological tools, and AI ethics, implement human-machine collaborative educational activities, and possess intelligent educational literacy covering three dimensions: society, technology, and education. Universities should establish a collaborative support system of "technology teaching humanities" to assist teachers in achieving a leap from "adapting to technology" to "mastering technology".
Du et al. (2025) studied this question.