Abstract
Keywords
Prologue
In On Death and Dying (1969), Kubler-Ross introduced the five stages of “dying”—denial, anger, bargaining, depression, and acceptance. Originally designed to outline the emotional journey of individuals confronting mortality, this framework can also be extended to various types of loss and transition, such as the “death of the old teacher” in the AI era.
In this commentary, I use Kubler-Ross's five stages of “dying” to relate it to the “death of the old teacher” in the AI age. For yes, I advocate that—the old teacher should “die.” By “die,” I don’t refer to a purge of aged teachers. I refer to the symbolic death of the old (i.e., no longer valid/practical) in this hyper-changing world. Here, the old are those who still prefer and/or undertake the old ways of doing things, old ways of thinking as if AI hasn’t existed at all—with a pinch of irrational, cynical, and technophobic leanings. Therefore, biological age is not the basis, but rather, the intense clinging to the past.
According to Langreo (2024), 66% of educators have not utilized AI-driven tools in their classrooms, with almost half citing competing priorities as the primary reason for not exploring these tools. Similarly, Klein (2024) reported that 37% of respondents, including school leaders and teachers, indicated they have never used AI tools and do not intend to in the future. This suggests that many teachers may be unwilling to adapt to or even understand AI. Therefore, I argue that teachers who cling to outdated methods and resist using or collaborating with AI should metaphorically “die.”
I, in fact, think these teachers are somehow failing their students by not staying relevant. As Dewey (1916) famously said, “If we teach today's students as we taught yesterday's, we rob them of tomorrow.” By refusing to embrace AI wisely, these teachers may hinder students’ potential and deny them the education necessary in a hyper-changing world. AI may significantly enhance learner–instructor interaction, which impacts student satisfaction and learning outcomes (Seo et al., 2021). AI chatbots have been shown to improve learning outcomes (Wu & Yu, 2024). If used well, AI can enhance teaching, streamline administrative tasks, and facilitate learning (Giray et al., 2024).
Without AI, providing timely and detailed feedback on assignments can be challenging. This potentially can slow down the teaching-learning process and reduce the effectiveness of assessments (Wu & Yu, 2024). Traditional methods may lead to inefficient use of educational resources, whereas AI can optimize the use of materials and tools to better meet student needs (Giray et al., 2024). Additionally, without AI, it can be more difficult for teachers to identify and address individual learning gaps, which leads to a one-size-fits-all approach that may not serve all students well (Seo et al., 2021).
My aim is to provoke a crucial discussion on the necessity of transitioning from outdated educational practices to a more AI-integrated approach. By symbolically addressing the “death of the old teacher,” I emphasize the urgency for educators to responsibly adapt and evolve in response to technological advancements. The use of Kubler-Ross's model to dissect the emotional and practical challenges educators face during this transition offers nuanced insights.
Applying the five stages of “dying” to the old teacher in the age of AI
The Kubler-Ross's five stages of “dying,” commonly known as DABDA, has garnered significant recognition as a classic model employed not only in healthcare (Smaldone & Uzzo, 2013) but also in organizational contexts (Zell, 2003). This model finds application in managing change and various other aspects within organizations. Here, I apply the model to the symbolic “death of the old teacher” in the age of AI.
Denial
During denial, the teacher is emotionally resistant to accepting or even acknowledging the reality of AI advancements in education, clinging to pre-AI days. They exhibit a sense of disbelief, perhaps fueled by fear or a desire to maintain methods that they’re used to. When the idea of AI's benefits is presented, they respond with statements like, “I’ve been teaching for decades, and my methods have always worked—no AI needed,” implying a dismissive attitude toward incorporating AI into their practices.
Anger
Anger is the stage where the teacher experiences strong emotional reactions and may become visibly infuriated in response to the changes associated with AI. They perceive the use of AI as unnecessary and may feel that it poses a threat to their sense of expertise. They may exclaim, “You don’t understand; AI will destroy education!”—reflecting the teacher's deep-seated anger, possibly stemming from the belief that AI will replace human teachers altogether, rendering their skills and knowledge obsolete.
Bargaining
As anger and denial fail, the teacher begins to acknowledge the inevitability of AI in education and seeks a middle ground that allows them to incorporate aspects of AI while still holding onto their traditional teaching approach. They experience a mixture of tolerance and a desire to preserve what they perceive as valuable in their methods. They may articulate, “I’m not against using AI, but let's not throw out everything we’ve learned before,” expressing their willingness to explore the possibilities of AI, while still valuing their accumulated experience.
Depression
During this stage, the teacher experiences profound sadness and loss as they struggle to adapt to AI in education. This stage can be divided into two types: (1) reactive depression, which occurs as a reaction to current and past losses, such as the obsolescence of old methods and a decline in perceived effectiveness, and (2) preparatory depression, which involves dealing with the anticipated future losses, such as the significant alteration or diminishment of their professional role due to AI. Both types of depression are essential for eventual acceptance. Teachers may voice feelings like, “Because of AI, I feel like I’m not relevant anymore,” reflecting their emotional state as they navigate the evolving educational landscape. Without processing these feelings, moving toward acceptance is unlikely.
Acceptance
During the acceptance stage, the teacher comes to terms with the role of AI in education. Having processed various stages, they reach a state of peaceful resolution. They feel open, curious, and even excited about AI's possibilities, stating, “I can see that AI has a lot of potential to enhance the learning experience for my students.” This stage signifies readiness to integrate AI into their practices, viewing it as an enhancement rather than a threat. Not all teachers reach this stage, especially if they remain stuck in earlier stages of grief.
Educational stakeholders should support teachers through this symbolic death, fostering a psychologically safe environment for adaptation. Teachers facing the challenges of AI integration may experience stages akin to Kübler-Ross's model of “dying,” though not necessarily in a linear fashion. Just as Viorst (2010) argued against a rigid framework for death, I similarly reject a strict application of Kübler-Ross's stages in this context. Like Shneidman (1971), I believe individuals approaching significant change can move between stages fluidly. Kubler-Ross (2009) herself acknowledged this variability, noting how emotions and circumstances influence these stages. Therefore, supporting teachers through this process requires flexibility and understanding, allowing for individualized experiences and responses to the evolving educational landscape influenced by AI.
Importance of “the old teacher's death”
It is essential to recognize that death is not a definitive conclusion. Instead, it serves as a symbol representing the progression along the path that all individuals traverse. This symbolic death signifies a transformation in the practices of teachers, as they navigate the evolving educational landscape influenced by AI. The symbolic death experienced by teachers embodies a journey of adaptation and growth in the face of AI advancements.
Empirical evidence demonstrates that AI positively impacts education across countries and academic disciplines. In Turkey, an AI chatbot enhanced online learning for fifth-grade science students (Deveci Topal et al., 2021). In the UAE, ChatGPT improved 11th-grade students’ performance in physics (Alneyadi & Wardat, 2023). A virtual AI companion improved the socio-emotional skills of children with autism (Hughes et al., 2022). A chatbot in Chinese Taiwan increased student engagement and learning outcomes in different subjects (Lee et al., 2022).
AI systems have notably improved educational outcomes: Music education performance rose by 17.5% (Pan, 2022), college sports training saw advancements (Fu, 2020), and AI chatbots significantly boosted student motivation in Chinese mainland (Chiu et al., 2023). In the Philippines, AI-enhanced teaching and administrative efficiency (Giray et al., 2024), while South Korean instructors used it to refine English course design (Kim et al., 2023). Such empirical evidence underscores the valuable role of AI in education, and hopefully, teachers can rethink their stance on the death I am discussing.
The idea I am advocating is that death should not be viewed as an ending, but rather as a form of rebirth. This is a common theme in literature, where death can be seen as a transformative experience that leads to a new beginning. This idea is often associated with the mythical creature, the phoenix, which is said to rise from the ashes of its own death to be reborn anew.
Similarly, in this AI age, teachers should be reborn and refrain from doing things in the old way. They should judiciously embrace AI to enhance their skills and what they can give to the students and to the world. By doing so, they can better prepare their students for the challenges of the future. In this sense, the symbolism of the phoenix rising from the ashes is a powerful metaphor for the transformative potential of death and the need to adapt in the face of change. Just as the phoenix is reborn from its own ashes, so too can teachers reinvent themselves and emerge stronger and more resilient than before.
A caveat on AI resistance
Teachers are often well-intentioned and may believe they are acting in the best interest of their students by not using AI or other technologies in education. They have legitimate reasons, such as: “There are many shortcomings in education that cannot be overcome by simply introducing more technology” (Selwyn, 2012, p. 33); and “Digital technologies do not always allow people to work more efficiently or support people in doing what they want; instead, digital technology can often have unexpected, unwanted, and unintended consequences” (Selwyn, 2012, p. 11).
AI is too powerful a tool to be ignored. Teachers should not dismiss AI without at least understanding it and whether it can benefit their students. Whether we like it or not, education has been and continues to be significantly influenced by AI. Embracing AI doesn’t mean doing so blindly. There are indeed cases where AI might waste time or be used in ways that are harmful, such as spreading misinformation, causing safety concerns, or creating inequities (Rudolph et al., 2023). AI can produce hallucinations, biases, or misinformation (Giray, 2023b, 2024). Teachers should acknowledge these limitations and develop critical AI literacy (Giray, 2023a), rather than being overly enthusiastic without considering its potential negative effects or misuse.
Epilogue
This commentary has advocated for the symbolic “death of the old teachers,” stressing the need for a shift to harness AI's potential. Applying Kubler-Ross's stages, I suggest teachers navigate denial, anger, bargaining, depression, and acceptance to adapt effectively. This transformation is not about age but about shedding outdated practices that are no longer effective or practical (e.g., static lesson planning, manual grade calculation). This is about embracing responsibly new AI approaches.
AI enhances teaching and learning by providing assistance in grading and lesson planning. This allows educators to offer personalized feedback. It tailors learning experiences based on data analysis, supports students with virtual assistants, and improves accessibility through tools like speech recognition. AI also provides insights from data analytics, optimizing teaching strategies and offering immersive learning through virtual reality. Indeed, AI empowers educators to deliver effective instruction, engage students better, and create personalized learning environments.
Educational policymakers should provide teachers with psychological support, practical guidance, and continuous professional development to navigate this shift effectively. In today's fast-paced environment, adaptability is crucial, echoing Megginson's (1963) wisdom that survival favors those most responsive to change. Teachers who resist technological progress risk stagnation. Instead, they should embody the resilience of bamboo—flexible and enduring—able to withstand strong winds, while staying rooted in their core.
Lastly, I don’t advocate for technology essentialism, referring to the blind, fanatic adoption of AI in education. I acknowledge also that it may have drawbacks and limitations. However, AI's presence is seemingly ubiquitous, and exploring its potential benefits in education is prudent. I encourage teachers to become literate themselves with AI. While AI isn’t a panacea for all educational challenges, it may greatly improve teaching and learning. This symbolic death is about open-mindedness. Instead of outright resistance, teachers should strive to at least understand and experiment with AI, with student learning in mind. After all, keeping pace with technological advancements is essential for teachers’ ongoing professional growth.
Takeaway message
Many teachers still resist using AI, clinging to outdated practices as if AI were non-existent. I argue that these teachers are “old” because of this resistance. They should metaphorically “die” and be “reborn” by embracing AI responsibly. I propose that teachers may use Kubler-Ross's five stages of “dying” to adapt to AI integration in education. AI offers benefits in teaching (e.g., assistance in lesson planning and grading), and in learning (e.g., tailoring experiences based on data analytics to address individual gaps). AI may enhance student–teacher interactions, improve learning outcomes, and provide timely feedback. While AI has limitations like potential biases and misinformation, responsible AI integration is crucial for keeping education relevant. The goal is not blind adoption but developing critical AI literacy. “The old teacher's death” represents shedding archaic practices and reinventing oneself, akin to the mythical phoenix rising renewed.
Footnotes
Declaration of conflicting interests
The author declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Funding
The author received no financial support for the research, authorship, and/or publication of this article.
