Author(s)

Chen Li ¹

Affiliation(s)

¹ Zhiyuan School of Liberal Arts, Beijing Institute of Petrochemical Technology, Beijing, China

Corresponding Author

Chen Li

ABSTRACT

This paper explores the challenges faced by university English teachers in the era of artificial intelligence, detailing their transition from traditional knowledge transmitters to roles such as learning facilitators, curriculum designers, and technological collaborators. Meanwhile, a series of dynamic teaching strategy adjustments are proposed, including leveraging AI technology to enrich teaching resources, implementing personalized instruction, and strengthening interdisciplinary integrated teaching. The study demonstrates that actively adapting to these role shifts and flexibly adjusting teaching strategies enable university English teachers to better meet students' learning needs and drive innovative development in university English education.

KEYWORDS

University English Teachers; Role Transformation; Dynamic Adjustment of Teaching Strategies

CITE THIS PAPER

Chen Li. The Transformation of University English Teachers' Roles and Dynamic Adjustment of Teaching Strategies in the Era of Artificial Intelligence. Curriculum and Teaching Methodology (2026). Vol. 9, No. 4, 115-119. DOI: http://dx.doi.org/10.23977/curtm.2026.090416.

REFERENCES

[1] Haritiwari, M. M. Artificial Intelligence in the Classroom: Revolutionizing English Language Teaching[J].International Journal of Advanced Research, 2024, 12(4): 56–63.
[2] Fan Guorui. The Role of Teachers in the Era of Intelligence [J]. Research on Educational Development, 2018, 38 (10): 69-74.
[3] Zhang Qingzong. English Online Teaching Based on Constructivism [J]. Higher Education Development and Evaluation, 2005 (62).
[4] Wang Zhenhuan. Exploration of the Role of College English Teachers in Online Blended Teaching Mode [J]. Jiangsu Foreign Language Teaching Research, 2021, (03):4-7.
[5] Ge Jun, Li Xing. Analysis of the Connotation and Construction Path of Smart Education Based on Literature Analysis [J]. Science, Education and Literature Review, 2023 (21): 1-4.

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