Rediscover Teaching with Generative AI - Observatory - Institute for the Future of Education

Accepting generative artificial intelligence (generative AI) in education does not mean giving up the teacher’s role but rather rediscovering it. Currently, teachers are mediators of knowledge, creators of meaningful learning experiences, and ethical guides for the responsible use of emerging tools. However, the role of the teacher did not begin to evolve with the emergence of generative AI; it has been changing over time, and, without knowing it, this evolution prepared me to face new challenges such as integrating generative AI into education. The educational transformations that teachers have experienced over time, specifically in the last three decades, have changed how I teach. In this article, I discuss an adaptation process for educators and explain how it is possible to move towards adopting AI in teaching. I also cover how to strengthen experiential learning using AI in class activities, as well as AI’s impact on teaching and learning through more efficient, personalized attention to students.

The strength of teachers lies in their great adaptability to change. To delve deeper into this idea, I share a brief overview of my thirty-year teaching career, conveying the most relevant experiences that influenced the transformation of my role as a teacher. I am sure that you will identify with some of these experiences.

I began my teaching career in 1997, when teaching was conceived as the direct transmission of knowledge. The teacher was the primary voice in the classroom, and the student was only a receiver. Over the years, I began to train in active methodologies such as problem-based, project-based, and case-based learning; later came the flipped classroom and gamification, among others. At first, these approaches generated insecurity in me: How were my students going to learn if I was not the one who “taught the class?” Little by little, I understood that the new generations learn by doing, relating, and reflecting. As Dewey (1938) argues, the educational experience only becomes learning when it is accompanied by reflection. This idea significantly transformed how I teach.

In 2014, I experienced another big change when I had to relinquish full control of the classroom to become a leader of learning by taking over the coordination of the International Baccalaureate‘s Creativity, Activity and Service (CAS) Program. Learning ceased to be an accumulation of concepts and instead became a process of self-discovery and action. My students began to design their own projects, from planning to implementation, while my role focused on accompanying them, guiding them, and providing feedback on their processes.

I observed my students develop autonomy, leadership, and empathy, competencies that are now included in what is now called global competencies or skills for the twenty-first century (OECD, 2018). Putting students at the center of actions, where they make decisions, resolve contingencies, and assume roles based on their interests and skills, transforms them and, at the same time, pleasantly surprises us as teachers by our discovery of unknown facets in each of them.

The pandemic, without a doubt, represented another turning point in my teaching evolution. The sudden, unexpected transition to fully online education forced us to rethink methodologies, learn new digital tools, and redesign our pedagogical practices. Like many teachers, I had to continuously train to respond to new educational and technological demands that arose in that period. It was a technical challenge, yes; however, being able to accompany, motivate, and maintain human connection with our students was the most valuable thing in that context marked by uncertainty and isolation. Even in that scenario, the CAS Program continued developing virtually. It was gratifying to observe how my students created meaningful experiences remotely, demonstrating creativity, resilience, and social engagement even in fully online environments.

All these experiences reaffirmed for me the importance of adaptation and continuous innovation in teaching, helping me understand that guiding learning requires openness to change, continuous learning, and the ability to respond to new educational realities. Without knowing it, each of these stages prepared me for later integrating AI into my classes from a critical, reflective pedagogical perspective oriented to meaningful learning.

In this context of educational transformation, the incorporation of generative AI in education has become one of the most discussed trends worldwide. Various studies and international reports agree that more educational institutions are exploring the use of artificial intelligence to support the planning, feedback, and personalization of learning, although ethical and pedagogical challenges hang over its implementation (UNESCO, 2023; Microsoft Education Team, 2025).

Evolving as a teacher isn’t just about incorporating technology or changing subject materials; it means transforming how we understand teaching. Adopting methodologies such as experiential learning means leaving behind the comfort of the traditional classroom to assume a much more complex, active, and human role.

When we seek to create meaningful experiences that lead to lifelong learning, we must recognize that the teacher’s role changes completely; that is, we are not just transmitters of information, but coordinators of real experiences. This entails much more profound intrinsic work that includes planning, organizing, managing materials, communicating with school administration, involving the school community, and accompanying processes of observation, action, and reflection.

Experiential learning requires us to stop being classroom teachers and become real-life teachers. It is not a matter of presenting a topic and expecting answers, but of designing authentic learning scenarios: an environmental fair, a play, a Model United Nations debate, a community café, or a blood donation campaign.

Each experience faces logistical, emotional, and pedagogical challenges. There are deadlines to meet, products to deliver, and preparations for families and visitors who attend. Nothing can be “just a try.” The activities must be carried out, and in the process, mistakes, learnings, and personal growth emerge.

These demands make teaching an exercise in resilience and ongoing creativity. Understandably, many colleagues fear change because it means leaving the comfort zone and, worse, taking on more work. However, the changes have a more significant impact. Seeing the result in the students- confident, reflective, empathetic young people with developed soft skills – is the most evident proof that the work of evolving is worth it.

AI strengthens experiential learning

A concrete example of this transformation materialized in an active citizenship experience called “Democracy and freedom in action,” which I developed in my Social Sciences course within the global #Myfreedomday movement promoted by CNN.

The challenge was to turn traditionally theoretical topics, such as democracy, elections, social movements, and human rights, into an authentic experience that connected with students’ reality.

Generative AI was key to achieving this effectively. Through its use, I linked the curricular content with the problem of modern slavery and child exploitation, ensured its coherence with the unit’s statement of inquiry, generated detailed instructions by stages, and designed precise rubrics for each phase of the project.

The planning resulted in the students experiencing a complete democratic process: they created campaigns against modern slavery, participated in an electoral simulation endorsed by the National Electoral Institute (INE), and concluded with the creation of “The Room to Freedom,” an immersive space where they recreated what it means to lose and regain liberty.

This experience showed that AI can be a valuable resource to reinforce experiential learning and critical thinking by facilitating the design of more coherent, structured, and contextualized projects. Technology, in this sense, acts as a bridge between strategic planning and meaningful action.

Various studies have confirmed that well-applied AI can foster more personalized and efficient learning (UNESCO, 2023; Holmes, Bialik & Fadel, 2019). In my experience, it also promotes teaching innovation by inspiring new ways of teaching and assessing.

AI assists teachers in optimizing their time with students

In recent semesters, I incorporated generative artificial intelligence as another pedagogical tool. At first, I felt distrust. To what extent would it be ethical to use it? Could it replace teacher creativity? Over time, I understood that, used judiciously, AI does not replace teaching, but rather amplifies its possibilities and invites rethinking our teaching practice.

Today I mainly use it to integrate content from different thematic units into class activities, design customized and precise rubrics, generate project ideas that articulate the Sustainable Development Goals (SDGs), and plan effectively through automated review of coherence and relevance. Together, AI tools have allowed me to optimize the time I previously spent on designing, organizing, and structuring activities so that I can focus more attention and energy on accompaniment, timely feedback, and authentic assessment of my students’ learning.

Although implementing active methodologies in the teaching-learning process requires a much broader effort that ranges from planning to evaluation, I have found that incorporating artificial intelligence has significantly optimized my management and teaching design time. Since I started using it, I have reduced the time spent on administrative and planning tasks by about 30%, as AI supports me in writing emails, generating detailed instructions in phases, designing specific rubrics for each stage of the project or activities, and even creating reviews.

Implementing experiential activities in subjects is much more complex than traditional teaching. Behind each environmental fair, debate, or social impact campaign lies extensive logistics: coordination with different areas, preparation of official documents, detailed planning, schedules, requisition of materials, permits, and constant communication with the school community. Also included are the design of clear instructions, precise rubrics, timely feedback, and a comprehensive evaluation of the process. This level of demand can be overwhelming; however, it is also what makes each experience a true opportunity for learning and growth for both students and us as teachers.

In this context, generative artificial intelligence has become a strategic ally, as it streamlines the operational and administrative work, improves the clarity of instructions, and ensures consistency in evaluation. Thanks to this, I can concentrate on what is truly essential: accompanying, listening, and observing my students’ processes with greater presence and purpose.

My students’ testimonies clearly show the impact these experiences have on their education. Some say that they discovered that growing does not depend only on doing things, but on pausing to reflect and recognize their transformation during their learning journeys. Others highlight that they learned to create, propose, and transform ideas into real actions that impacted others, which developed their self-confidence. Many recognize that connecting what they do to a real purpose helped them to develop empathy and a sense of responsibility towards other people. In addition, being able to choose their roles and participate based on their own interests and skills generates greater involvement and motivation to learn, strengthening a positive attitude for lifelong learning.

According to UNESCO (2023), AI has the potential to free up teacher time to focus on tasks that require pedagogical judgment and human accompaniment. What I have experienced in my teaching practice confirms this idea. AI has allowed me to devote more attention to monitoring, feedback, and close observation of my students. In the end, the true value of technology lies in generating more opportunities to listen, guide, and strengthen innovative learning experiences that produce significant impact on my students and our community.

Regardless of generative AI’s value, it will never replace the development of global competencies that emerge in authentic learning experiences such as effective communication, critical thinking, collaboration, and conflict resolution. These skills not only prepare students for today’s world but also drive them to become committed global citizens with a desire for lifelong learning and a legitimate commitment to transforming their environment.

As I look back, I recognize that every transformation in my teaching practice began with fear; for example, the fear of losing control, of changing what seemed to work well, and the uncertainty of whether my students would learn. I was fearful when I dared to stop teaching theoretical classes to guide them in real experiences; also during the pandemic, when we all had to reinvent our ways of teaching and accompany our students remotely; and I felt fear again with the advent of artificial intelligence. However, in every stage just mentioned, I discovered that fear is only the prelude to learning.

Today I know that AI can be used as an ally. It does not replace teaching; rather, it drives it. It helps me plan more clearly, design more precise instruments, and reflect better on what I teach and how I teach it. Above all, it reminds me that technology only makes sense in the service of human growth.

The next step will be to incorporate generative AI tools that promote and enrich co-evaluation and metacognitive reflection, always balancing innovation and educational ethics: The real challenge is not to learn to use technology, but to use it meaningfully, to continue forming aware, critical, and empathetic students.

We live in a world that changes faster than we can assimilate; however, our commitment to teaching requires us to continue learning so that we can teach better. It is not a matter of choosing between technology and the teacher, but of learning to coexist with both forms of intelligence: artificial and human.

I ask my colleagues and myself: are we prepared to continue learning, to adapt once again, and embrace the new without losing our essence? I am willing. And I will always do so with openness, conviction, and the firm intention to transform myself so that my students can also do it.

Nonantzy López (nonantzylopez@gmail.com) holds a Bachelor’s degree in International Trade (1992) and a Master’s degree in Administration (2008) from Tecnológico de Monterrey. She is currently a high school teacher and coordinator of the CAS Program of the International Baccalaureate (IB). She has 28 years of experience in pedagogical innovation, active learning methodologies, and global citizenship development. She was recognized by IBAMEX (Mexican Association of IB Schools) as an Outstanding Teacher in the Diploma Program. This distinction reflects her commitment to educational excellence and the comprehensive training of her students.

Dewey, J. (1938). Experience and Education. Macmillan.

Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial Intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign.

Microsoft Education Team. (2025, August 20). AI in Education Report: Insights to support teaching and learning. Microsoft Education Blog. https://www.microsoft.com/en-us/education/blog/2025/08/ai-in-education-report-insights-to-support-teaching-and-learning/

OECD (2018), The Future of Education and Skills: Education 2030. Position paper, http://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf

Organization for Economic Co-operation and Development (OECD). (2018). Global competence. https://www.oecd.org/en/topics/sub-issues/global-competence/pisa-2018-global-competence.html

UNESCO. (2023). Artificial intelligence in education. https://www.unesco.org/es/digital-education/artificial-intelligence

Editor

Edited by Rubí Román (rubi.roman@tec.mx) – Editor of the Edu bits articles and Producer of the Observatory’s Webinars – “Learning that inspires” – Observatory of the Institute for the Future of Education of Tec de Monterrey.

Translation by Daniel Wetta