Pedagogical Creativity in the Era of Artificial Intelligence: a Paradigm Shift and New Boundaries of Professionalism

Abstract

This article investigates the transformation of pedagogical creativity under the influence of artificial intelligence. Synthesizing insights from the history and philosophy of education, didactics, intellectual property law, and digital anthropology, the author analyzes the profound challenge that AI-based technologies present to the traditionally anthropocentric foundations of the teaching profession. The study incorporates empirical data on the widespread adoption of generative artificial intelligence by students, a philosophical and cultural analysis of the uniqueness of human creativity, and the principles of classical pedagogy that regulate creative activity within education. The author explores how contemporary concepts of authorship and intellectual property are being reconfigured in educational settings, generating significant zones of uncertainty for educators. After assessing the current risks and threats to creativity in the AI era, it is proposed that such creativity is not being eliminated but is undergoing a radical reconfiguration: it is evolving from a monologic act of an “artist” into a meta-activity of orchestrating a complex “human – technology – human” system. Emerging functions for educators now encompass the productive engineering, critical validation, and ethical calibration of educational content; the design of learning situations that are inherently inaccessible to artificial neural algorithms; and the safeguarding of “digital sovereignty” and the “right to human communication” for all participants in the educational process. These new imperatives must be grounded in a framework of responsible pedagogical creativity – a synthesis of the humanistic ideals of classical pedagogy and educational psychology, technological literacy, and a new mode of professional reflection dedicated to affirming human agency in an age of pervasive algorithmization.