Knowledge Resource
Research Summary: Transformation of the teaching role through educational automation and intelligent technologies: a systematic review
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Summary & Analysis prepared by
- Aziz Shuaib Ausi
- Resource type
- Research Summary / Knowledge Resource
- Resource published on AZIZ OS
- 25 September 2026
- Reading time
- 1 min
- Publication type
- Knowledge Resource
- Availability
- Open access
About this Summary & Analysis
AZIZ OS provides independently prepared summaries and analytical interpretations of externally published research and knowledge sources. The underlying works remain attributable to their original authors and rights holders. This resource is intended to improve accessibility and understanding and does not replace the original publication.
A recent systematic review examined how educational automation and intelligent technologies are transforming the teaching role, particularly focusing on teachers' tasks, responsibilities, and professional agency. The review analyzed 58 empirical studies from 2020-2024, identifying key domains such as teachers' adoption perspectives and constraints, and technology-mediated models. The analysis aimed to synthesize existing research to understand the broader implications of these technological advancements on the educational landscape.
Why it matters
The integration of educational automation and intelligent technologies is a critical development that fundamentally alters traditional teaching paradigms. Understanding its implications is essential for strategic planning, resource allocation, and maintaining educational quality and workforce development in a rapidly evolving technological environment.
Key insights
- Educational automation and intelligent technologies are increasingly utilized in teaching, necessitating an understanding of their impact on the teaching role.
- The systematic review analyzed 58 empirical studies published between 2020 and 2024 from Scopus and Web of Science.
- Studies were categorized into quantitative (41), qualitative (8), and mixed-methods (9) approaches.
- Initial findings indicate the emergence of three domains: teachers' adoption perspectives and constraints, and technology-mediated models.
Source
Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1876239
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Citation
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Verification
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- Verification ID
- ASA-EXE-2026-00776
- Version
- v1.0 · r0
- Issued
- 25 September 2026
- Resource prepared by
- Aziz Shuaib Ausi
- Resource status
- Research Summary / Knowledge Resource
- Underlying work
- Transformation of the teaching role through educational automation and intelligent technologies: a systematic review
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Provenance status
- Attribution requires verification
- Rights
- Underlying publication rights remain with the respective copyright holder(s). Refer to the original source for authoritative publication and licensing information.
This verification confirms the AZIZ OS resource record and its documented provenance. It does not establish authorship of the underlying external work.