Role Crisis and Human-Centered Technological Response: University Faculty in the Digital-Intelligence Educational Ecosystem

Fujing Fan(Space Engineering University)

Abstract

The advent of the digital intelligence era has reshaped the ecology of higher

education, exposing university faculty to multifaceted role crises including

weakened knowledge authority, technological adaptation challenges, blurred

professional identity, and deconstructed teaching spaces. Through an

integrative framework combining technological phenomenology, symbolic

interactionism, and dialogic education theory, this study systematically

examines educators’ existential dilemmas in digital-intelligent

transformation. In response, it also proposes four pathways: reclaiming

epistemic authority in an age of decentralized knowledge; bridging the

digital divide through embodied technological integration; anchoring

identity through value negotiation; reconstructing pedagogical authority

in phygital learning spaces. It further emphasizes institutional supports for

lifelong learning and ethical framework development. Ultimately, teachers

should evolve from “knowledge disseminators” to “wisdom guides” who

navigate the human-machine collaborative ecosystem.

Keywords

Digital-intelligence age; Teachers’ role crisis; Action-oriented transformation; Educational humanism

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DOI: http://dx.doi.org/10.12345/jetm.v9i2.26263