This paper explores how integrating AI into course creation can strengthen a teacher’s creative self‑efficacy (CSE) across divergent (ideation) and convergent (structuring) phases, thereby shifting the role to human–AI co‑creator. The case centers on an online short program (January2026) of a French school of management, in which AI was used to help the teacher generate new activity ideas and to sequence and structure learning tasks. Adopting a qualitative case‑study approach, the analysis draws on course slides, course‑chat excerpts, and AI prompt/output logs, using thematic analysis of brief illustrative episodes. Findings indicate that AI‑assisted course-creation experiences lead to increased design‑phase CSE and an accompanying role reconfiguration toward a human–AI co‑creator. The study contributes to research on the changing role of teachers in AI‑rich contexts and offers actionable guidelines for teachers and institutions.