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Beyond the Lecture Hall: Rethinking Pedagogical Authority in the Age of AI and Hybrid Learning



Author(s)

XIAO Shufang

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DOI:10.17265/2328-2177/2025.05.006

Software Engineering Institute of Guangzhou, Guangzhou, China

This essay critically re-examines pedagogical authority in the context of artificial intelligence (AI) and hybrid learning. As AI technologies disrupt the traditional teacher-centered model, and hybrid modalities challenge spatial hierarchies, authority in education is increasingly dispersed and relational. The paper deconstructs historical structures of authority rooted in positional hierarchy and physical space, arguing instead for a model based on ethical mediation, dialogic engagement, and technological literacy. Educators must transform from content deliverers to facilitators of critical inquiry, guiding students through algorithmic complexity and fostering inclusive, participatory learning environments. By embracing relational authority and transparent practices, higher education can reclaim its democratic and transformative potential in the post-AI era.

Pedagogical authority, Artificial intelligence, Hybrid learning, Dialogic pedagogy