Artificial Intelligence (AI) is increasingly being integrated into education, reshaping traditional conceptions of teaching and learning. This qualitative study examines the evolving roles of teachers in the context of AI integration, focusing on the contrasting yet complementary perspectives of automation and augmentation. Automation refers to the use of AI for performing administrative or instructional tasks with minimal human intervention, while augmentation emphasizes AI as a tool that supports and enhances teachers’ professional practice.

Drawing on a review of relevant literature and selected conceptual frameworks, this study highlights both the opportunities and challenges associated with integrating AI into the educational landscape. It critically examines the impact of AI on educators’ roles, professional development, and student–teacher relationships. Using semi-structured interviews with educators, school leaders, and educational technology specialists, the research explores the experiences, perceptions, and concerns of practitioners engaged in AI-supported teaching and learning environments.

Ultimately, this study aims to contribute a thoughtful and balanced perspective on how Artificial Intelligence is likely to shape future teaching roles and pedagogical practices, emphasizing the importance of human agency in an increasingly automated educational context.