From Orchestrator to Co-pilot: A Conceptual Framework for the Teacher’s Evolving Role in AI-Agent-Mediated Classrooms
Abstract
The integration of generative Artificial Intelligence (AI) agents into educational settings necessitates a fundamental reconceptualization of the teacher's role. This study addresses a critical gap in the literature by developing and empirically validating the "Orchestrator-to-Co-pilot" conceptual framework, which maps the evolving role of educators in AI-agent-mediated classrooms. Employing a mixed-methods design, the research involved 82 lecturers from Somali National University and Mogadishu University. The methodology was structured in three phases: a systematic literature review (2020-2025) to identify dominant themes and gaps; theoretical grounding using Distributed Cognition, Zone of Proximal Development, and Posthumanism to shape core framework dimensions; and empirical validation through focus group discussions and a Likert-scale questionnaire (Cronbach's alpha = 0.916). The framework articulates a developmental continuum across three stages-Orchestrator, Facilitator, and Co-pilot-delineating the teacher's transition in terms of Epistemic Authority, Pedagogical Scaffolding, and Relational Agency. Quantitative findings revealed moderate mean perceptions across these dimensions, indicating educators are currently navigating the transitional space between Orchestrator and Facilitator stages. A two-step cluster analysis identified two distinct educator profiles: "Cautious Traditionalists" (39.0%), aligned with the Orchestrator stage, and "Adaptive Integrators" (61.0%), corresponding to the Facilitator stage. Notably, AI Use for Scaffolding emerged as the strongest predictor distinguishing these groups, validating that pedagogical practice is central to successful role evolution. This study offers a structured pathway for teacher AI integration, providing empirical insights and targeted recommendations to proactively shape the transformation of education.