Roseanne Kheir Farraj, Aya Onallah, Nizar Bitar E27 data privacy, and ethical use, thereby positioning the institution as a facilitator of critical digital citizenship rather than an enforcer of compliance. For curriculum designers and coordinators: The responsibility for cultivating AI literacy cannot be an afterthought. Curricula, particularly in foundational courses, must be intentionally redesigned to incorporate critical AI literacy as a core competency. This means moving beyond teaching content alone and toward teaching students how to learn with AI. Assignments should be re-envisioned to render simple plagiarism unproductive; for example, by requiring students to submit AI-generated drafts alongside their own revisions with a reflective commentary, or by shifting assessment toward oral defenses and project-based work that demand higher-order thinking. For professional development leaders: Adapting to AI is a process, not a one-time event. Professional development must be staged to align with teachers' journey through the boundary space. Initial workshops should focus on the ethical and equity dimensions of AI, addressing teachers’ primary concerns. Subsequent sessions should provide hands-on, discipline-specific training in pedagogical design, demonstrating how to create "AI-proof" assignments and how to use AI as a "copilot" for their own work. This training must be collaborative and sustained, allowing teachers to build a community of practice around these new challenges. Conclusion This study concludes that the integration of AI into higher education is not a harbinger of teacher obsolescence, but rather a catalyst for profound professional renewal. By navigating the AI-induced boundary space through "curated crossing", educators are actively reaffirming their professional value. The practical implications of this are significant. At the institutional level, there is a clear imperative to move beyond fear-based prohibitions and instead develop transparent policies that treat AI as a tool for learning. Curricula must be redesigned to incorporate critical AI literacy as a core competency, and assignments re-envisioned to make plagiarism unproductive. Furthermore, professional development must evolve to support this transition. It should be staged to align with teachers’ needs, beginning with ethics and equity, moving to pedagogical design, and being delivered in a hands-on, collaborative, and discipline-specific manner. Ultimately, by leveraging AI as a co-pilot, teachers are not freed from their profession, but freed within it-to dedicate more energy to the uniquely human and irreplaceable aspects of their role: facilitating critical inquiry, providing mentorship, and designing meaningful learning experiences in an AIaugmented world. References Beauchamp, C., & Thomas, L. (2011). New teachers’ identity shifts at the boundary of teacher education and initial practice. International Journal of Educational Research, 50(1), 6-13. https://doi.org/10.1016/j.ijer.2011.04.003 Celik, I. (2023). Towards Intelligent-TPACK: An empirical study on teachers' professional knowledge to ethically integrate artificial intelligence (AI)-based tools into education. Computers in Human Behavior, 138, 107468. https://doi.org/10.1016/j.chb.2022.107468 Edwards, A. (2006). Relational agency: Learning to be a resourceful practitioner. International Journal of Educational Research, 43(3), 168-182. https://doi.org/10.1016/j.ijer.2006.06.010 Jiang, D., Pei, Y., Yang, G., & Wang, X. (2022). Research and analysis on the integration of artificial intelligence in college English teaching. Mathematical Problems in Engineering, 2022, Article ID 3997573. https://doi.org/10.1155/2022/3997573
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