Reclaiming Teacher Agency in AI Mediated Classrooms Exploring Professional Autonomy and Pedagogical Decision Making
DOI:
https://doi.org/10.55927/fjst.v5i10.2Keywords:
Teacher Agency, Artificial Intelligence, Professional Autonomy, Pedagogical Decision-Making, AI-Mediated Classrooms.Abstract
The integration of artificial intelligence into education creates both opportunities and challenges for teachers’ professional autonomy and pedagogical decision-making. This study aims to examine how teachers maintain their agency, negotiate the use of AI, and make instructional decisions in AI-mediated classrooms. A qualitative approach with an exploratory case study design was employed involving 15 teachers in Bogor selected through purposive sampling. Data were collected through semi-structured interviews and documentation and analyzed using thematic analysis. The findings indicate that AI supports greater efficiency in lesson planning, material differentiation, and assessment; however, final instructional decisions remain grounded in teachers’ professional judgment, classroom context, and students’ needs. The study highlights the importance of AI literacy and adaptive school policies in strengthening teacher agency and promoting responsible AI use in education
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