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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
JIA Jun
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DOI:10.17265/2159-5836/2025.03.012
College English Teaching Department, Nanjing University of Aeronautics and Astronautics, Nanjing, China
Grounded in educational ecology and constructivist theory, this study examines the challenges and opportunities faced by English teachers in the Gene AI era. While Gene AI is efficient in surface-level tasks, it has limitations in cultural interpretation, ethical guidance, and metacognitive development. The paper proposes a tripartite framework for role transformation: cognitive reframing, pedagogical innovation, and ethical repositioning to help tackle the problem of functional substitution anxiety due to AI’s encroachment on traditional roles. The study concludes that English teachers must evolve into “intelligent curators” who can synergize AI’s technical prowess with human wisdom, prioritizing holistic human development over skill acquisition.
English teacher role transformation, Generative artificial intelligence (Gene AI), Human-AI collaboration, educational ecosystem reconstruction, wisdom collaborator
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