Technology Empowerment and Humanistic Commitment: The Transformation and Persistence of English Teachers’ Roles under the guidance of The 2024-2035 Master Plan on Building China into a Leading Country in Education

Huilin Hu; Min Deng

doi:10.63313/EH.9025

Authors

Huilin Hu China West Normal University, Nan Chong 637000, China Author
Min Deng China West Normal University, Nan Chong 637000, China Author

DOI:

https://doi.org/10.63313/EH.9025

Keywords:

Artificial Intelligence, English Teachers’ Role, Technology Empowerment, Morality Education

Abstract

With the development of artificial intelligence (AI) and its application in ed-ucation, while driving transformations in English teaching models and evalu-ation systems, it also presents new demands for the teachers’ role. Based on the requirements in The 2024-2035 Master Plan on Building China into a Leading Country in Education, this paper analyzes the unity of “Transformation and Persistence” in the English teachers’ role. “Transformation” refers to the need for teachers to undergo a triple transformation: transitioning from knowledge transmitters to AI-guided learning facilitators, using AI to design personalized learning plans; evolving from instructors to educators, integrating cultural awareness and cognitive development within language training; and shifting from solo practitioners into collaborative team players, building interconnected education networks to address the demands of educational digitization reform. “Persistence,” however, means that teachers must firmly uphold education’s fundamental mission of morality education, ensuring technology serves the all-round development of individuals.

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