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<p>The rapid integration of Generative Artificial Intelligence (GAI) in schools has created a critical tension between technological efficiency and the preservation of human values in education. This study examines teacher agency in secondary education, particularly as students increasingly engage with AI-mediated learning practices. Conducted in selected senior high schools in Makassar, Indonesia, this qualitative case study involved 10 teachers and used semi-structured in-depth interviews supported by stimulus prompts. The data were analyzed using reflexive thematic analysis. The findings reveal three interrelated patterns. First, teachers observed a shift in students’ learning orientation, from a moral and dialogic process toward a more instrumental and transactional approach. Second, they reported growing challenges to teacher authority, as students increasingly relied on AI systems for explanations, answers, and validation. Third, teachers described several pedagogical adjustments aimed at restoring authentic interaction, trust, and human connection in classroom practice. These findings suggest that teaching in the digital era is not merely a technical process of adapting to new tools, but also a relational and cultural negotiation shaped by local educational values. By grounding agency in reflexivity, this study argues that teacher agency functions as a moral and relational response to changing student epistemic practices, helping sustain meaningful human dialogue amid the growing presence of digital technologies.</p>

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Preserving teacher agency and human connection in the era of automated learning ecosystems

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年6月25日

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  • Asri Asri,
  • Misnawati Misnawati,
  • Yusriadi Yusriadi,
  • Alwi Sibali,
  • Nursyamsinar Munir

摘要

The rapid integration of Generative Artificial Intelligence (GAI) in schools has created a critical tension between technological efficiency and the preservation of human values in education. This study examines teacher agency in secondary education, particularly as students increasingly engage with AI-mediated learning practices. Conducted in selected senior high schools in Makassar, Indonesia, this qualitative case study involved 10 teachers and used semi-structured in-depth interviews supported by stimulus prompts. The data were analyzed using reflexive thematic analysis. The findings reveal three interrelated patterns. First, teachers observed a shift in students’ learning orientation, from a moral and dialogic process toward a more instrumental and transactional approach. Second, they reported growing challenges to teacher authority, as students increasingly relied on AI systems for explanations, answers, and validation. Third, teachers described several pedagogical adjustments aimed at restoring authentic interaction, trust, and human connection in classroom practice. These findings suggest that teaching in the digital era is not merely a technical process of adapting to new tools, but also a relational and cultural negotiation shaped by local educational values. By grounding agency in reflexivity, this study argues that teacher agency functions as a moral and relational response to changing student epistemic practices, helping sustain meaningful human dialogue amid the growing presence of digital technologies.