Evolving Roles of Teachers and Pre-Service Teachers in the Northern Thailand’s AI: From Traditional Instructors to Learning Facilitators in Education

การเปลี่ยนบทบาทครูและนักศึกษาครูในภาคเหนือ: จากผู้ถ่ายทอดความรู้สู่ผู้อำนวยการเรียนรู้ในยุค AI

Abstract

The emergence of Artificial Intelligence (AI) technology is leading to significant changes in the educational landscape, particularly in the role of teachers, who must transform themselves from imparters of knowledge to "facilitators of learning". This new role involves shaping learning processes, promoting higher-order thinking, and instilling moral values in students. This shift is particularly important for pre-service teachers in northern Thailand, where the educational context remains very different in terms of culture, society, and educational resources. Pre-service teachers at universities in northern Thailand face the major challenge of integrating academic knowledge, digital technology, and local knowledge to meet the needs of learners in rapidly changing communities and societies.

          This article explores the evolving role of pre-service teachers in the age of AI. It begins with an overview of current trends in education, followed by an examination of essential teacher competencies, including technological literacy, instructional design, and contextualized understanding of AI-driven education. It also explores the transition from the traditional teacher role to the "teacher as facilitator" model and the ethical implications of AI in education.

          The article emphasizes the urgent need for teacher education institutions to revise their curricula to prepare future educators and strike a balance between technology and humanistic values, so that teachers can effectively support the holistic development of learners.