From Lecturers to Learning Architects: Rethinking Educator Roles in the Age of AI

Artificial Intelligence (AI) is rapidly transforming education, necessitating a reevaluation of educators' roles and curriculum design. This study explores university educators' attitudes, usage patterns, and preferences regarding AI integration in teaching and learning. Using a mixed-methods approach combining focus groups and a quantitative survey at a German University of Applied Sciences, we identify both opportunities and concerns. Findings show that while educators generally welcome AI’s potential, especially for enhancing interactivity, personalizing learning, and reducing administrative tasks, there is a strong need for formalized training, ethical guidelines, and increased digital literacy. Digital literacy emerges as a key mediating factor influencing AI adoption, particularly in terms of perceived usefulness and ease of use. Educators are poised to evolve from content deliverers to strategic mentors, emphasizing critical thinking and creativity. However, barriers such as academic dishonesty, reliability concerns, and insufficient institutional support remain. The study calls for systemic strategies to build digital competence and enable sustainable AI integration.