Digital Learning and the Reconfiguration of Teachers’ Professional Roles: A Critical Narrative Review of Pedagogy, Competence, Agency and Artificial Intelligence
This critical narrative review examines evidence published from 1 January 2000 to 19 June 2026 to analyse how teachers’ roles are being reconfigured across technology-enhanced, blended, online and artificial intelligence-mediated learning to argue that contemporary teacher professionalism is best understood as technologically mediated human judgement rather than technological replacement.