Artificial intelligence and the teaching profession

Conference item

This paper examines how artificial intelligence (AI) is reshaping the epistemic conditions of education and the implications for the teaching profession and its regulation. Drawing on a participatory global research agenda (AIEOU), international competency frameworks (UNESCO), and empirical evidence from Bangladesh (Asian Development Bank), the paper argues that AI is not only introducing new tools, but transforming how knowledge is produced, evaluated, and taught. It introduces the concept of epistemic confidence as a unifying construct for understanding these changes, defined as the capacity to evaluate, question, and act on knowledge under conditions of uncertainty. The paper concludes by outlining implications for teacher regulatory authorities, including a shift from competence to professional judgement, and from static standards to more dynamic, participatory models of governance.

Authors: Ratner, S

• Publication status: Accepted
• Peer review status: Peer reviewed
• Publisher: International Forum of Teacher Regulatory Authorities
• Acceptance date: 2026-07-29
• Event title: IFTRA 9th Biennial World Conference
• Event location: Johannesburg, South Africa
• Event website: https://iftra.org/iftra-9th-biennial-world-conference-south-africa-2026-preparations-now-open/
• Event start date: 2026-06-17
• Event end date: 2026-06-19
• ISBN: 978978687182
• Language: English
• Keywords: AI; teaching profession; epistemic confidence; professional judgement