The transformation of the teaching role in post-pandemic university education

Abstract

This argumentative essay analyzes the transformation of the university teaching role in the post-pandemic era, marked by the emergence of Generative Artificial Intelligence (GAI) and its impact on educational practice from an andragogical perspective. It argues that GAI represents an opportunity for educators to assume the role of facilitators and ethical mentors, capable of guiding adult learners toward autonomy, critical thinking, and ethical reflection. The analysis is structured around three core axes: the design of learning experiences mediated by GAI, the evolution of the educator as an ethical literacy guide, and the transformation of assessment toward models of professional authenticity. The methodology applied was documentary and reflective, based on a critical review of specialized literature and recent academic articles retrieved from scientific databases such as Scielo, Redalyc, and EBSCO, complemented by institutional sources from the National Open University, Anzoátegui Local Center. This approach provided a theoretical foundation for redefining the teaching role in the post-pandemic context. The findings highlight that GAI, far from replacing the teaching function, demands its strengthening by fostering more reflective, ethical teaching centered on the development of higher-order competencies. It is concluded that higher education must redefine the figure of the educator, orienting it toward facilitating critical learning and ethical formation in contexts mediated by artificial intelligence.