Reconstructing Teacher Agency in the AI Era: A Proposal for the Dynamic Pedagogical Autonomy Model (DPAM)

The present research endeavors to delineate a model for the positioning of teacher autonomy and curricular agency as generative artificial intelligence (GAI) is increasingly integrated into the educational ecosystem. Adopting a qualitative document analysis design, the study systematically scrutinized strategic policy frameworks from the OECD (2026), UNESCO (2025), and the European Union AI Act (2021). This analysis culminated in the development of the three-layered Dynamic Pedagogical Autonomy Model (DPAM), a framework designed to resolve the inherent ontological tension between technological velocity and the human essence of pedagogy. Findings indicate that the temporal efficiencies afforded by GAI in instructional planning and preparation act as a crucial time capital, thereby providing educators with the professional space required to exercise and develop their projective agency. Yet, as underscored by the model’s layers of Critical Pedagogical Filtering and Social-Emotional Interaction, neither the relational core of education nor legally mandated human oversight can be effectively substituted by GAI systems. Ultimately, the research frames GAI not as a threat of automation, but as a hybrid intelligence partner that bolsters the teacher’s epistemic authority and professional autonomy.