E24 Human by Design: Teacher Agency and Curated Crossings in the AI Era questions explore their perceived responsibilities, their concerns and expectations, and how they envision their expertise relative to AI capabilities. Methods This study employed a qualitative design to explore teacher identity in the pre-implementation phase of AI integration at an academic college in Israel. The participants comprised the entire English Language Unit (ELU) faculty of 29 teachers, a cohort diverse in cultural background and professional experience (see Table 1). Data were collected through in-depth, semi-structured interviews lasting 45-60 minutes each. The interview protocol was designed to explore teachers' prior knowledge of AI, their attitudes and expectations regarding its integration, their beliefs about how AI might transform their professional role, and their needs for professional development. The interview transcripts were then analyzed using Maguire and Delahunt’s (2017) six-phase thematic analysis process. This rigorous process began with familiarization with the data and inductive coding to identify meaningful units, followed by systematic theme development, review, and refinement to ensure the coherence and distinctiveness of the final thematic structure. Table 1. Participant Demographics Variable Categories n % / M (SD) Gender Female 24 82.8% Male 5 17.2% First language Hebrew Speakers 8 27.6% Arabic Speakers 14 48.3% English Speakers 5 17.2% Spanish Speakers 1 3.4% Dutch Speakers 1 3.4% Age range Range: 30-65 29 - Educational level Master’s 21 72.4% Doctorate 8 27.6% Position Teacher 22 75.9% Teacher-coordinator 7 24.1% Findings The analysis revealed four core themes that capture how teachers perceive their professional roles in the age of AI. These themes illustrate a complex negotiation between preserving the irreplaceable human aspects of teaching and cautiously embracing new technological possibilities.
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