Exploring the Role of Human Educators in AI-Mediated Apprenticeships

Abstract

This systematic review examines the evolution of educators and teachers' roles in AI-assisted learning by evaluating 138 publications indexed in Scopus over the past decade using thematic and factorial analysis. During this review, three clusters emerged: AI competencies and technical skills (22%); interpersonal and human-centered competencies and skills (39.5%); and pedagogical transformation and teacher/educator agency (36.5%). The predominance of interpersonal skills and pedagogical transformation indicates that the literature places greater emphasis on human skills and capabilities than on technical skills. Factorial analysis shows a fragmented research field with limited interaction between specialized niches. These results and findings challenge the technocentric narratives, demonstrating that when AI replaces humans in performing routine tasks, human capabilities become increasingly essential. This review presents a competency development framework that combines non-technical competencies such as soft skills and pedagogical transformational.