Abstract
This learning brief is the first in a series of three on the impact of AI on teachers’ roles. It maps the present and emerging visions of AI use in LMICs to understand the extent to which AI can ‘upgrade’ teachers’ roles (Horizon 1). The ‘upgrade’ horizon refers to the early integration of AI into teachers’ roles, where some existing tasks and processes become streamlined or enhanced, while new demands emerge around oversight, adaptation, and judgement. Companion briefs focus on the extent to which AI can ‘disrupt’ (Horizon 2) and ‘transform’ (Horizon 3) teachers’ roles. By presenting AI integration in education along these horizons, we hope to make system shifts feel more navigable for educators. The brief covers four use cases regarding how AI is ‘upgrading’ teachers roles: AI for content creation and lesson planning; AI for administrative tasks; AI for assessments, grading, and feedback; and AI for professional development and coaching. For each use case, the brief describes the contextual challenges that teachers experience, the potential for AI to address these challenges, examples or evidence, and lastly, any risks or concerns that may arise from such use.
Authors and contributors
Adam, Taskeen (Author)
Lester, Jennie (Author)
Citation
Adam, T., & Lester, J. (2025). How Is AI Upgrading Teachers’ Roles in Low- and Middle-Income Countries? EdTech Hub. https://doi.org/10.53832/edtechhub.1150. Available at https://docs.edtechhub.org/lib/36N3ZRFD.
Link to this record
https://docs.edtechhub.org/lib/36N3ZRFD
Key themes
- AI for content creation and lesson planning
- AI for administrative tasks
- AI for assessments and feedback
- AI for professional development and coaching.
Type
- Learning Brief
