Constructing a Human-Centric Creativity Framework for Teacher Role Transformation under AI

Abstract

This study focuses on the crisis and reconstruction mechanisms of teacher creativity in AI‑deepened educational contexts, proposing the Human‑Centric Creativity (HCC) theoretical framework. Employing grounded theory, the research conducted individual interviews, focus-group interviews, and classroom observations with 18 primary and secondary school teachers experienced in AI‑supported instruction, progressing through open coding, axial coding, and selective coding to extract four core faculties: real‑time judgment, human‑centered connection, interdisciplinary integration, and technological‑ethical reflection. Findings reveal that teacher creativity in AI‑enhanced environments is simultaneously practical, personalized, reflective, and systemically constructed, not only emphasizing acute classroom responsiveness and flexibility but also valuing emotional connection between teachers and students, interdisciplinary innovation, and deep reflection on technology and social values. The resulting HCC framework offers actionable pathways for teacher professional development and provides direct insights for designing teacher training initiatives, school curriculum reform, and AI education policymaking. Future research should further validate this model across diverse cultural contexts, undertake quantitative measurement to assess the structural validity and predictive power of each competency dimension, and incorporate the student perspective to build a more comprehensive educational ecosystem analysis framework.