<![CDATA[The massive development of Artificial Intelligence (AI) has created significant disruption in the realm of education , raising urgent problems related to the relevance of the role of teachers and traditional pedagogical competency models that tend to be mechanistic. This study aims to re-explore and describe the transformation of the role of teachers and the redefinition of essential pedagogical competencies in the AI era in the context of 21st - century education . This study uses a literature study method ( library research) with a qualitative-descriptive approach. Data were collected from various scientific sources in the form of books, reputable journal articles, and research reports published between 2021 and 2025 , then analyzed using content analysis techniques and validated through source triangulation . The results of the study show that : ( 1 ) The shift in the pedagogical paradigm from teacher - centered to student - centered based on a digital ecosystem requires teachers to act as architects of learning experiences , not just conveyors of material ; ( 2 ) The emergence of new competency needs such as AI -Literacy, Computational Thinking , and emotional-social intelligence as adaptive pedagogical foundations ; (3) The dynamics of humanistic interaction between teachers and students becoming increasingly crucial as a counterbalance to the efficiency of AI technology ; (4) A strategy for developing sustainable teacher professionalism that focuses on the ethical integration of AI in curriculum design . In conclusion , the role of teachers is not replaced by AI, but rather transformed into facilitators , mentors, and learning designers who are technologically competent but remain humanistic . The implications of this study emphasize the need for reformulation of educational policies and curricula of Teacher Training Institutions (LPTK) to internalize AI competencies and digital pedagogy as core skills for prospective teachers.]]>
