Old teachers should die—but that’s not what he meant

AI is transforming education by reshaping lesson planning, grading, and student engagement. It enables personalized learning, automated feedback, and enhanced student-teacher interactions through technologies such as speech recognition and virtual reality. However, AI is not a universal solution.

Old teaching methods must “die”—but not literally. In a provocative discussion paper published on March 11, 2025, in the ECNU Review of Education, Assistant Professor Louie Giray of Mapúa University, Philippines, argues that educators must let go of outdated practices and embrace AI integration to remain effective. The author frames this transition using the Kübler-Ross model of grief, describing adaptation as a symbolic “death” of rigid teaching methods, followed by a necessary “rebirth” through responsible AI use.

AI is reshaping education, changing how teachers plan lessons, grade assignments, and interact with students. Giray highlights how AI tools help educators deliver personalised feedback, tailor learning experiences using data analysis, and support students through virtual assistants. Speech recognition and virtual reality further enhance student-teacher interactions, improving learning outcomes.

But Giray does not advocate for blind AI adoption. He acknowledges that resistance to AI is not always misplaced. “Some teachers have valid reasons for hesitation,” he notes. “AI cannot solve every educational challenge. There are times when relying on human judgment and traditional methods is not only preferable but necessary.”

To navigate this shift, Giray applies Kübler-Ross's five stages of dying—denial, anger, bargaining, depression, and acceptance—as a framework for adapting to AI in education. He argues that teachers often experience these emotional stages when confronted with technological change. “The ‘death’ of the old teacher,” he explains, “is about letting go of outdated practices and rising anew, stronger and more adaptable.”

Giray urges educational policymakers to provide psychological support, practical guidance, and ongoing professional development to help teachers through this transition. Echoing Leon Megginson’s insight (often misattributed to Charles Darwin)— “It is not the strongest or the most intelligent who survive, but those who can best adapt to change”—he encourages educators to approach AI with resilience and flexibility, like bamboo bending without breaking.

“AI empowers teachers to deliver more effective instruction and create personalized learning environments,” Giray concludes. “Educators who engage with AI critically and responsibly will be better prepared to meet the evolving demands of contemporary education.”

Giray’s message is clear: this is not about discarding tradition but about adapting. Teachers who embrace the challenge will not just survive but thrive in the age of AI.

***

Reference
DOI: 10.1177/20965311251319049