Artificial intelligence is transforming education in ways we never imagined. It’s changing how we plan lessons, grade assignments, and engage with students. With AI, you can tailor learning experiences and provide instant feedback, making interactions between students and teachers more meaningful. Technologies like speech recognition and virtual reality are at the forefront of this change.
But let’s be clear—AI isn’t a magic solution for every educational challenge. While some traditional teaching methods may seem outdated, they still hold value in certain situations. In a thought-provoking paper published on March 11, 2025, in the ECNU Review of Education, Louie Giray, an Assistant Professor at Mapúa University in the Philippines, makes a compelling case for a shift in how we approach teaching. He argues that to stay effective, educators need to not just adapt to AI but fully embrace it.
Giray uses the Kübler-Ross model of grief to describe this transition as a symbolic ‘death’ of rigid teaching practices, opening the door for a ‘rebirth’ through thoughtful AI integration. He highlights how AI tools can transform education by offering personalized feedback and customizing learning through data analysis. Virtual assistants and virtual reality can also enhance student-teacher interactions, leading to better educational outcomes.
However, Giray warns against adopting AI without careful consideration. He acknowledges that some teachers have valid reasons for hesitation, as AI can’t solve every problem. Sometimes, human judgment and traditional methods are not only preferable but necessary.
To help educators navigate this change, Giray suggests using the five stages of grief—denial, anger, bargaining, depression, and acceptance—as a framework for adapting to AI in education. He notes that teachers often go through these emotional stages when faced with technological changes. “The ‘death’ of the old teacher,” he explains, “is about letting go of outdated practices and rising anew, stronger and more adaptable.”
He calls on educational policymakers to offer psychological support, practical guidance, and continuous professional development to assist teachers in this transition. Drawing from Leon Megginson’s insight, often misattributed to Charles Darwin—”It’s not the strongest or the most intelligent who survive, but those who can best adapt to change”—Giray encourages educators to approach AI with resilience and flexibility, much like the adaptability of bamboo.
“AI empowers teachers to deliver more effective instruction and create personalized learning environments,” Giray concludes. He believes that educators who engage with AI critically and responsibly will be better equipped to meet the evolving demands of contemporary education. Giray’s core message is about adaptation, not abandoning tradition. Teachers who embrace this challenge will not only survive but thrive in the era of AI.
