This systematic review explores the evolving roles of teachers in AI-hybrid classrooms, with particular emphasis on the shift from the traditional instructor to the AI literacy coach. By synthesizing international and Uzbek scholarly literature published between 2015 and 2025, the study examines how artificial intelligence reshapes pedagogical practices, professional identity, and teacher competencies. The findings indicate that AI integration reorients teachers toward facilitation, ethical mediation,and critical guidance of learners’ interactions with AI systems. However, the effectiveness of this role transformation depends on institutional support, targeted professional development, and context-sensitive policy frameworks.
| Mualliflar | Oʻktamjon Xudoberdi oʻgʻli, Ortiqov |
|---|---|
| Jurnal | Марказий Осиёда жамият, гендер ва оила – Общество, гендер и семья в Центральной Азии – Society, Gender and Family in Central Asia |
| Nashr sanasi | 2026-04-10 |
| Son | 1 |
| Betlar | 85-90 |
| Til | Ingliz |
| DOI | 10.65185/mojgo.vi.638 |
DOI: 10.65185/mojgo.vi.638 · Maqolaning asl sahifasi
AI-гибридные классы, искусственный интеллект в образовании, цифровая педагогика, AI-hybrid classrooms, artificial intelligence in education, digital pedagogy, AI-gibrid sinflar, ta’limda sun’iy intellekt, raqamli pedagogika
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