E22 Human by Design: Teacher Agency and Curated Crossings in the AI Era Proceedings of the 21st Chais Conference for the Study of Innovation and Learning Technologies: Learning in the Digital Era I. Blau, A. Caspi, Y. Eshet-Alkalai, N. Geri, Y. Kalman, D. Olenik-Shemesh, Y. Sidi, & N. Brandel (Eds.), Ra'anana, Israel: The Open University of Israel Human by Design: Teacher Agency and Curated Crossings in the AI Era Roseanne Kheir Farraj The Max Stern Yezreel Valley College roseannek@yvc.ac.il Aya Onallah The Max Stern Yezreel Valley College ayao@yvc.ac.il Nizar Bitar The Max Stern Yezreel Valley College nizarb@yvc.ac.il אנושיּוּת מתוכננת: סוכנות מורים וחצייה מאוּצֶרֶת בעידן הבינה המלאכותית ניזאר ביטאר המכללה האקדמית עמק יזרעאל ע"ש מקס שטרן roseannek@yvc.ac.il איה עונאללה המכללה האקדמית עמק יזרעאל ע"ש מקס שטרן ayao@yvc.ac.il רוזאן ח'יר - פראג' המכללה האקדמית עמק יזרעאל ע"ש מקס שטרן nizarb@yvc.ac.il Abstract The integration of artificial intelligence (AI) into higher education is compelling language teachers to renegotiate their professional identities. This study explores how tertiary-level English teachers in Israel perceive their professional identity during the pre-implementation phase of AI. Drawing on a dual framework of boundary space theory and the Intelligent-TPACK (i-TPACK) model, this qualitative study analyzes 29 indepth interviews. Findings reveal four core themes: teachers positioned themselves as indispensable language knowers, providers of irreplaceable emotional care, supervisors of AI use, and AI-augmented pedagogues. Theoretically, this study extends boundary space theory by introducing "curated crossing"-teachers’ active agency in designing the technological transition-and proposes an "identity-infused i-TPACK" model, demonstrating how professional identity directly shapes techno-pedagogical knowledge. Findings suggest that rather than displacing educators, AI integration functions as a boundary space for professional renewal, reaffirming teachers’ unique value in an AI-augmented world. Keywords: Artificial Intelligence (AI); Teacher Identity; Boundary Space Theory; Language Education; Curated Crossing. Introduction The rapid integration of artificial intelligence (AI) in higher education is fundamentally reshaping pedagogical practices and compelling educators to renegotiate their professional identities. This transformation is particularly acute in language education, where AI-powered tools challenge traditional teaching roles and create a context of structural ambivalence: AI offers pedagogical innovation while simultaneously questioning the very foundations of teacher expertise and
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