REDEFINING FACULTY ROLES IN AN AI-DRIVEN EDUCATIONAL ECOSYSTEM WITH IMPLICATIONS FOR TEACHING AND CURRICULUM DEVELOPMENT

Abstract

The greater utilization of artificial intelligence (AI) in higher education (HE) expands and simultaneously shrinks traditional faculty roles, linking instructional practices and curriculum design. The proposed study investigates shifting faculty roles within an AI-mediated education landscape concerning instructional support, student engagement, and content delivery. Quantitative surveys and qualitative one-on-one interviews were conducted with 300 faculty across 10 institutions for data collection in this study. Results 
showed that 78% of the faculty reported a change in role, with 65% citing increased time devoted to personalized support of students because of AI tools. Also, 82% have shown improvement in tracking student performance to inform better feedback and advising. On 
the other side, 68% have noted the genuine need for institutional support in developing AI competencies if faculty are to maximize the use of these tools. Results have shown that AI raises faculty engagement in high-value educational activities and improves student 
learning experiences. The study concludes that AI has great potential to significantly optimize the teaching-learning process if the institutions invest in the professional development and support of faculty navigating AI integration.