The Impact Of Chatgpt On Teachers Roles: Transformation In Teaching And Learning Practices

Gun Gun Gunawan; Agus Setiawan; Rama Wijaya Abdul Rojak

Authors

Gun Gun Gunawan Magister Pendidikan Guru, Universitas Pendidikan Indonesia
Agus Setiawan Magister Pendidikan Guru, Universitas Pendidikan Indonesia
Rama Wijaya Abdul Rojak Magister Pendidikan Guru, Universitas Pendidikan Indonesia

Keywords:

ChatGPT, artificial intelligence, teacher role, learning transformation

Abstract

This study explores the educational transformation driven by ChatGPT, focusing on its effects on teaching methods, individualized learning, student engagement, teachers’ evolving roles, and emerging challenges. Using a Systematic Literature Review (SLR) guided by the PRISMA 2020 framework, 16 peer-reviewed articles published between 2021 and 2025 were analyzed. The study’s novelty lies in its integrative pedagogical, psychological, and technological perspective, revealing how ChatGPT redefines teachers from traditional instructors to AI co-facilitators of learning. The synthesis shows that ChatGPT enhances student engagement by 30–40%, supports personalized learning through instant feedback, and encourages project-based, dialogic instruction. However, challenges remain, including technological dependency, limited teacher digital literacy, and reduced human interaction. The study concludes that effective integration requires continuous AI literacy training and ethical guidelines. Practically, it contributes to educational policy by promoting human–AI collaboration and strengthening teacher capacity for responsible implementation.

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