This study analyzes the transformation of the teaching profession in the era of generative artificial intelligence (AI), emphasizing the balance between technological pressures and pedagogical freedom. The main focus is on three key dimensions: the psychological well-being of teachers, the redefinition of their professional roles, and the need for new qualification models. The study examines the phenomenon of “digital anxiety” and the possibilities for overcoming it through the transition from the role of a traditional lecturer to that of a learning experience designer and mentor.

Based on a survey, the study analyzes faculty attitudes toward AI as a cognitive collaborator and assistant that frees up time for meaningful, creative teaching. Special attention is given to micro-qualifications as a flexible tool for institutional transformation and capacity building at the level of the instructor and the “university of the future.” The findings emphasize that success in the AI era depends on systematic support through training that integrates ethics, methodology, and technical skills. The report concludes that human-AI collaboration is a catalyst for a more humane education, provided that the well-being of the teacher is ensured through the competent use of AI tools and their autonomy is encouraged.