Reconstructing Teacher Agency in the AI Era: A Proposal for the Dynamic Pedagogical Autonomy Model (DPAM)

Abstract

The present research endeavors to delineate a model for the positioning of teacher autonomy and curricular agency as generative artificial intelligence (GAI) is increasingly integrated into the educational ecosystem. Adopting a qualitative document analysis design, the study systematically scrutinized strategic policy frameworks from the OECD (2026), UNESCO (2025), and the European Union AI Act (2021). This analysis culminated in the development of the three-layered Dynamic Pedagogical Autonomy Model (DPAM), a framework designed to resolve the inherent ontological tension between technological velocity and the human essence of pedagogy. Findings indicate that the temporal efficiencies afforded by GAI in instructional planning and preparation act as a crucial time capital, thereby providing educators with the professional space required to exercise and develop their projective agency. Yet, as underscored by the model’s layers of Critical Pedagogical Filtering and Social-Emotional Interaction, neither the relational core of education nor legally mandated human oversight can be effectively substituted by GAI systems. Ultimately, the research frames GAI not as a threat of automation, but as a hybrid intelligence partner that bolsters the teacher’s epistemic authority and professional autonomy.

Keywords

• Teacher agency
• generative AI
• DPAM
• curricular dynamism
• human oversight

Yapay Zekâ Çağında Öğretmen Failliğini Yeniden İnşa Etmek: Dinamik Pedagojik Özerklik Modeli (DPÖM) Önerisi

Abstract

Bu araştırma, üretken yapay zekâ (ÜYZ) teknolojilerinin eğitim ekosistemine entegrasyonu sürecinde öğretmen özerkliğinin ve müfredat failliğinin konumlandırılmasına yönelik bir model önermeyi amaçlamaktadır. Nitel araştırma desenlerinden doküman analizi yönteminin kullanıldığı bu çalışmada; OECD (2026), UNESCO (2025) ve Avrupa Birliği Yapay Zekâ Yasası (2021) gibi stratejik belgeler sistematik bir analize tabi tutulmuştur. Araştırma sonucunda, teknolojinin mekanik hızı ile öğretimin insani özü arasındaki ontolojik gerilimi çözümleyen üç katmanlı Dinamik Pedagojik Özerklik Modeli (DPÖM) geliştirilmiştir. Bulgular, ÜYZ’nin ders planlama ve hazırlık süreçlerinde sağladığı zaman tasarrufunun, öğretmenler için projektif faillik geliştirebilecekleri kritik bir zaman sermayesi yarattığına işaret etmektedir. Bununla birlikte, modelin Kritik Pedagojik Filtreleme ve Sosyal-Duygusal Etkileşim katmanları; yasal bir zorunluluk olan insani gözetimin ve eğitimin ilişkisel özünün ÜYZ tarafından ikame edilemeyeceğini ortaya koymaktadır. Sonuç olarak çalışma, ÜYZ’yi bir otomasyon tehdidi değil, öğretmenin epistemik otoritesini ve profesyonel özerkliğini genişleten bir hibrit zekâ ortağı olarak konumlandırmaktadır.

Keywords

• Öğretmen failliği
• üretken yapay zekâ
• DPÖM
• eğitim programı dinamizmi
• insani gözetim

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