Rethinking the Role of the Graduate-Level Teacher in the Age of AI

Abstract

This article addresses the issue of the new roles of teachers in the digital era, focusing particularly on teachers in higher education. To do this, we conducted a qualitative survey with a representative sample composed exclusively of teachers from several Moroccan universities. The objective was to provide an overview of pedagogical changes and examine their impact on the teaching profession at Moroccan universities in the digital era. The survey results reveal that teachers are generally in a perspective of change occurring at multiple levels. They express a need for continuous professional development that responds to their concrete expectations and current educational challenges, enabling them to develop digital and AI-related in line with their students’ needs and their readiness to teach in a hybrid mode. Along the way, through this reflection, we seek to question the perceptions of Moroccan university teachers regarding digital technology in order to examine, through their discourse, the transformation of pedagogical relationships and teaching mediated by these tools.