The emergence of generative artificial intelligence has profoundly reshaped the self-image of education. While educators had long transitioned from a central role as instructors to facilitators of learning, the advent of generative AI has accelerated this shift to an unprecedented level. Education now confronts LLM capable of producing academic texts that rival traditional teaching outputs. This paradigm shift raises critical philosophical questions about the future role of teachers in an AI-dominated educational landscape.

We argue that the educational sector has collectively experienced the Five Stages of Grief, as conceptualised by Elisabeth Kübler-Ross, in response to the rise of generative AI. We contend that education is currently in the acceptance phase, grappling with the long-term implications of AI while seeking pathways to coexist and thrive alongside this disruptive technology.

In the denial phase, educators and institutions initially dismissed generative AI as a novelty—technologically impressive but irrelevant to the nuanced processes of teaching and learning. AI was seen as incapable of fostering critical thinking or understanding context, relegated to being a niche tool rather than a game-changer.

The anger phase followed as AI’s capabilities became undeniable. Educators expressed frustration over the erosion of their professional autonomy, with concerns about being reduced to facilitators of pre-packaged AI-generated content. Critiques of AI’s ethical and pedagogical limitations intensified, fuelled by the fear that these technologies undermine the relational essence of teaching.

In the bargaining phase, attempts were made to harmonise traditional teaching roles with AI integration. Educators explored selective uses of AI while safeguarding their core responsibilities. This phase was marked by cautious optimism, as practitioners began recognising AI’s potential without fully embracing its transformative capacity.

The depression phase emerged when the irreversible nature of AI’s impact became evident. Educators grappled with a profound sense of loss: of professional identity, control, and the distinct human elements of teaching. This stage underscored the existential crisis of education as institutions adapted to a reality where AI became not merely an auxiliary tool but a central actor.

Now, in the acceptance phase, education stands at a crossroads. There is an emerging consensus that the coexistence of educators and generative AI is inevitable and holds transformative potential. This phase reflects a growing recognition that while AI challenges traditional teaching roles, it also presents opportunities to redefine education in humanistic ways. Acceptance does not signal surrender; instead, it is an acknowledgement of AI’s capacity to complement the human aspects of teaching—empathy, creativity, and moral judgment—while extending the reach and impact of educators.

From a philosophical perspective, the current stage of acceptance prompts a re-examination of foundational educational ideals. It raises critical questions: What does it mean to teach in an era where knowledge is abundantly accessible, but the capacity to engage with it critically is vital? How can educators cultivate human agency, ethical reasoning, and relationality when AI can simulate many aspects of expertise? These questions demand a shift from instrumentalist views of AI toward a reflective and value-driven educational philosophy.

Keywords: Educational technology, Artificial intelligence, education, five stages of grief, ChatGPT.