A Collaborative Model for Integrating Teacher and GenAI into Future Education

Abstract The integration of Generative AI (GenAI) technology in education is set to transform traditional teaching and learning models. The age of teacher-led instructional pedagogy, where teachers are the sole providers of knowledge and students being mere receivers, is long outdated. Teachers are confronted with the choice of embracing new Artificial Intelligence (AI) technologies or risking obsolescence, potentially falling behind a new generation of AI-skilled educators. To maximise the benefits, teachers and the new generation of AI tools must coexist in a collaborative relationship, underscoring a new model of pedagogy for the new age. This paper proposes a collaborative model where GenAI and teachers are envisioned to work together to optimise educational outcomes of current and future learners. Beginning with a review of recent trends of AI integration in education, we describe the proposed model that we envision will underscore the roles of teachers and GenAI technology in future teaching and learning scenarios. Innovatively, we categorise the degree of involvement—minor, medium, major—by teachers and GenAI in developing learners' cognitive, psychomotor, and affective skills, as informed by Bloom's taxonomy. This categorisation underpins how GenAI and human collaboration can effectively enhance various learner skills. Additionally, key issues including privacy, bias, emotional impacts, and job displacement are discussed, alongside opportunities for improving education quality and accessibility. We argue that aspects of our model have started to appear in educational scenarios in countries including Australia, USA, and China. We conclude by highlighting the implications and impacts of rapid and sustained advancements of AI will have on current and future educational policies and the frontiers for educational research.