Open    Access



Redefining the Faculty Role in the Age of AI



Author(s)

Farhang Mossavar-Rahmani1 and Bahman Zohuri2

Full-Text PDF XML     13 Views

DOI:10.17265/1934-8975/2025.05.001

1. Finance School of Business Technology and Engineering, National University, San Diego 92110, California, USA 2. Ageno School of Business, Golden Gate University, San Francisco 94105, California, USA

Higher education is undergoing a seismic transformation with the rapid rise of GAI (generative artificial intelligence), including tools like ChatGPT, Claude, and Gemini. These technologies challenge the traditional role of faculty as primary transmitters of knowledge by offering instant access to content creation, problem-solving, and analytical capabilities across disciplines. Rather than rendering educators obsolete, this moment demands a redefinition of their purpose. The future of academia belongs to the evolved educator—one who serves as a cognitive architect, ethical steward, and mentor. This paper argues that faculty must transition from content delivery to designing learning experiences that foster critical thinking, ethical reasoning, and intellectual curiosity in an age of intelligent machines. By embracing mentorship, integrating AI literacy across disciplines, and leading institutional innovation, faculty can ensure that human wisdom, not machine output, remains at the heart of higher education.

GAI (generative artificial intelligence), AI (artificial intelligence), ML (machine learning), LLMs (large language models), modeling, etherical artificial intelligence, mentorship, ChatGPT, Claude, Gemini.