FROM TECHNOPHOBIA TO ETHICAL INTEGRATION: RESEARCH EVIDENCE ON TEACHER EDUCATION IN THE ERA OF AI

Abstract

This paper examines the challenges of AI-assisted education by integrating Critical AI Literacy (Veldhuis et al., 2025) with the Human-in-Command paradigm (AGID, 2024). Utilizing a mixed-methods research design involving 263 teachers, the study reveals a significant discrepancy between high conceptual familiarity with generative systems and a deficit in operational and ethical competencies. The evidence demonstrates that the fear of dehumanization reduces AI to mere automation, hindering authentic pedagogical integration. To overcome this professional impairment, we propose a Digital Affective Literacy model, essential for governing hybrid learning environments (Luckin, 2018). Transcending purely technical training, this work delineates the teacher as a pedagogical director of care, capable of orchestrating human-machine interaction while safeguarding relational responsibility and the depth of the human encounter (Andler, 2024; Ranieri et al., 2024).