New roles and teacher competencies in the artificial intelligence era

The integration of artificial intelligence into educational technologies has fundamentally transformed traditional pedagogical paradigms and teacher roles. This research indicates that the successful implementation of artificial intelligence in education constitutes a complementary rather than substitutive process, requiring a nuanced balance between technological innovations, valid pedagogical principles, and teacher activities. The analysis results indicate that the teacher's position in the educational process is being transformed from a knowledge transmitter to collaborator, designer, and facilitator in digital environments supported by artificial intelligence technology, while necessitating the development of a new set of competencies beyond existing digital ones: data literacy, algorithmic thinking, and ethical and critical evaluation. The article concludes that successfully harnessing the potential of artificial intelligence in education necessitates a holistic approach that integrates technological, pedagogical, ethical, and socio-cultural dimensions, supported by a systematic transformation of initial teacher education and mechanisms for continuous professional development and improvement.