ARTIFICIAL INTELLIGENCE IN HIGHER EDUCATION: PEDAGOGICAL TRANSFORMATIONS AND THE RECONFIGURATION OF THE ROLE OF THE TEACHER EDUCATOR

Abstract

Artificial Intelligence (AI) has brought significant transformations to higher education, affecting pedagogical practices, institutional processes, and the role of the teacher-educator. Its incorporation enables personalized learning, adaptive feedback, optimization of administrative tasks, and improvement of student performance, requiring teachers to develop hybrid competencies that integrate content knowledge, pedagogy, and technology. In this new context, the teacher assumes expanded functions, acting as a critical mediator, designer of learning experiences, interpreter of educational data, and co-author of knowledge in digital and hybrid environments. Moreover, AI integration requires institutional support, clear educational policies, and an innovation-oriented culture, ensuring that technology is used ethically, responsibly, and aligned with pedagogical objectives. The literature review highlights the need for continuous teacher training and structured strategies for AI use to strengthen professional identity and enhance learning outcomes. Future research should investigate medium- and long-term impacts, considering different institutional contexts and levels of technological maturity.