Answer 1:

While AI excels at generating personalized content and automating routine tasks, the core competitiveness of teachers—across all levels—will increasingly lie in uniquely human engagement and values that AI cannot replicate. As generative AI handles lesson planning, grading patterns, and content customization, educators will pivot toward deeper interpersonal roles.

Irreplaceable teacher competencies include the ability to share meaningful personal experiences, cultivate critical thinking, and demonstrate genuine empathy. Human educators excel at guiding ethical debates, embedding local societal values into lessons, understanding students' social-emotional needs, and fostering cultural awareness. These are not just instructional duties—they are deeply human acts requiring lived experience and moral insight.

Teachers also play a vital role in developing leadership and motivation through emotional intelligence—skills that cannot be coded. Storytelling with dynamic pacing, humor, and contextual relevance is another powerful tool teachers use to inspire learning, one that AI cannot authentically reproduce.

Furthermore, educators align program outcomes with institutional missions, something that demands strategic vision and institutional knowledge. Advising students on complex academic, personal, and cultural matters requires a layered understanding of human challenges—well beyond AI's capability.

In assessment, while AI can grade structured responses, it struggles with subjective tasks like evaluating creativity, originality, or emotional nuance in essays and projects. Educators also foster trust, read classroom energy, and adapt intuitively—critical in maintaining a positive learning environment.

In summary, as AI transforms education delivery, human educators remain indispensable for mentoring, emotional connection, ethical leadership, and cultural transmission—roles deeply rooted in humanity, not algorithms.

—By Prof. Syed Duani

 

Answer 2:

This question could more usefully focus not upon teachers' competitiveness but upon the efficiency and quality of the student experience. A substantial body of evidence points to the effectiveness of formative assessment and dialogic tutoring in fostering deep learning – but these approaches have hitherto necessitated small teaching groups. In addition, much productive learning can arise from collaborative teamwork in gaming and simulation environments. Existing AI-enhanced learning management systems tend to focus upon specialist applications and the learning of isolated individuals. The synergies of Generative AI with learning analytics offer the opportunity for multi-agent learning management systems to orchestrate tutoring, personalised tasks, team challenges, formative assessment and continuous feedback. This approach would have the potential to incentivise and empower students and would enable educational institutions to provide quality learning experiences at scale.

—By Dr. Peter Williams, (retired) University of Hull

 

Answer 3:

I recently saw a movie. I don't think I can advertise it, so I won't mention the title but I'll vaguely describe the plot. In short, among the many other things that happen in the movie, there is a scientist as the protagonist who, despite having the possibility of receiving complete support from an intelligent robotic system, refuses it because this support would only happen if this intelligence could access her own intelligence, that is, all her knowledge, memories, feelings and emotions. Her refusal is firm. Dictated by the fear that this opening of her mind to an external system could somehow make her more fragile. The system doesn't give up and insists until, in the end, the scientist gives in. What comes out of it is something wonderful for me! Here, artificial intelligence has in our lives the role that this robotic system assumes in the movie. It is becoming a sort of "prosthesis" but it doesn't just give us passive support. Its help is active and becomes increasingly valid if we ourselves feed it with valid, rich, effective sources. Artificial intelligence lives and grows thanks to us, we live and grow thanks to it. From this symbiosis everyone has something to gain for a progress that can make our lives better. I think it is stupid to avoid all this. Here, this is the symbiosis that must also be established in the world of teaching. A mutual relationship that feeds and supports each other's knowledge. Artificial intelligence for teachers and teachers for artificial intelligence. I am convinced that the role of human teachers must still be this: to be teachers! ...and also to teach artificial intelligence to be better for a better future and a better education. 

—By Dr. Sergio Miranda, University of Salerno