South Korea’s recent education reform agenda has prioritized digital transformation, with the government’s strategic push to implement AI-powered digital textbooks (AIDTs) at its core. In an effort to reduce educational disparities among students, AIDTs purport to provide personalized learning experiences. In parallel, the government has initiated teacher education reforms, urging teacher education institutions to integrate digital competencies into their curricula. While policymakers champion AIDTs as a transformative innovation, concerns persist. Critics highlight the rushed development timeline of AIDTs, limited stakeholder engagement, and lingering doubts about the quality and reliability of the AI embedded within AIDTs. This chapter critically examines the AIDT initiative, analyzing its policy rationales, promises, and challenges. It also examines how teacher education reforms aimed at digital transformation embody a technocratic agenda rather than fostering a genuine evolution in teaching practices. Arguing that the government’s overpromising rhetoric on the digital transformation of education risks oversimplifying the complexities of educational change, the chapter underscores the importance of balancing innovation with thoughtful policymaking and careful implementation. The chapter highlights the need for a reflective approach to teaching and teacher education—one that acknowledges pedagogical uncertainty as a fundamental aspect of the professional practice of teaching.