Reimagining Human-AI Co-Teaching in Southeast Asian Teacher Education: The CARE Framework for Hybrid Pedagogical Intelligence
DOI:
https://doi.org/10.65680/jahs.v4i1.9138Keywords:
generative artificial intelligence, teacher education, teacher agency, human-AI co-teaching, Southeast AsiaAbstract
The worldwide teacher education system is currently experiencing transformation because of the fast growth of generative artificial intelligence technology which generates new challenges for teachers regarding their professional decision-making and their ability to create effective teaching methods in AI-based educational settings. Existing research mainly investigates how people use AI technology as a teaching resource while researchers have not studied Human–AI Co-Teaching models that meet academic standards in Southeast Asian educational systems. The article presents a CARE Framework which establishes a conceptual framework for understanding hybrid pedagogical intelligence in teacher education through its components of Contextualization, Augmentation, Reflection, and Empowerment. The article conducts an integrative conceptual review which combines various academic fields by examining teacher education materials and educational technology resources and teacher agency information and learning design resources and hybrid intelligence studies and Global South educational research published between 2016 and 2026. The review uses policy reports and theoretical scholarship together with new research on generative AI in education which exists in international databases and institutional sources that include UNESCO and OECD publications. The synthesis identifies four interrelated dimensions necessary for sustainable Human–AI Co-Teaching and argues that AI integration should be understood as a recursive pedagogical ecology rather than a technological substitution process. The proposed framework establishes a new contribution to international literature through its development of a context-specific model that highlights multilingualism, cultural responsiveness, teacher professionalism, and ethical pedagogical judgment as essential elements of Southeast Asian teacher education. The study presents implications that affect three areas: curriculum redesign, teacher professional development, and future empirical research on human–AI collaboration in diverse educational settings.
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