Teachers must design lessons that address economy, tech, other issues impacting society today ―Alabi

Hammed Kayode Alabi is a Salzburg Global Fellow. In this interview with IFEDAYO OGUNYEMI, he spoke on the challenges facing today’s teachers in the age of Artificial Intelligence and shared insights from the Salzburg Global Seminar on the Future of Teaching.

How do you think expectations about the role of teachers have evolved, particularly in light of global changes in society, economy, and technology?

I have been reflecting on this question, and while I believe the role and expectations of teachers have evolved, I still think teachers fundamentally remain facilitators of knowledge. Everything else is an addition to amplify that work. Even with the advent of new technologies and forms of learning, teachers play a crucial role in adapting to these changes. Just as other sectors are evolving, the teaching profession must also update its practices.

Another point I’m contending with is whether the purpose of education has changed in the 21st century. With the rise of fake news, increasing polarisation, hate crimes amplified through social media, and the blurring of boundaries between online and real-life experiences, what does this mean for education? How does this reshape the purpose of teaching? While I think education should address these complexities, its core purpose should remain focused on creating well-rounded, reflective individuals who contribute to society while being mindful of their impact. Teachers must be aware of these shifts and incorporate them into their lessons. For instance, it’s not enough to teach science without ethics—they are interconnected and interdisciplinary.

This reminds me of a conversation I had recently with Henry Myerberg, a fellow Salzburg Global Fellow at the Salzburg Global Seminar on the Future of Teaching. We discussed how interdisciplinary studies arose because individual disciplines couldn’t solve their own problems. Similarly, we can’t discuss education without addressing justice or AI without considering social justice and philosophy. Teachers today need to think from a complex perspective and design lessons that address the multitude of issues impacting society. So, I would argue that while the role of teachers has evolved alongside changes in technology and society, certain fundamentals, like values, remain critical. These values shape how individuals interact with the economy, technology, and the world. For example, someone who cannot think critically will not use AI responsibly. AI isn’t inherently the problem—people are. This is why fostering values like critical thinking and inquiry in education is essential, and teachers have a significant role to play in promoting this.

Dearth of quality teachers is a growing concern in many regions around the world. How do you think educational systems are responding to these shortages, and what innovative solutions have you seen to recruit and retain teachers?

I may not have complete insight into how educational systems are responding to teacher shortages, but one model I admire is the Teach for All network. This global network addresses educational crises locally and nationally. For example, Teach for Nigeria recruits young Nigerian university graduates, trains them, and deploys them to underserved communities to tackle educational challenges and teacher shortages. These fellows dedicate two years to teaching, often employing unconventional methods that connect with the current realities of their students. While not all fellows remain in teaching after their service, scaling and investing in such models could be a powerful way to address teacher shortages.

What factors do you believe are contributing to the difficulty in recruiting and retaining teachers? What policies or strategies could address these issues, particularly in underserved areas?

In Nigeria, the problem starts with the training of teachers. Recruitment and retention cannot improve when the process of producing teachers is flawed. For example, those who score the lowest in the University Tertiary Matriculation Exams (UTME) are often sent to colleges of education. Similarly, students with low grades in other faculties are transferred to education faculties to complete their degrees. Treating colleges of education as a “dumping ground” undermines the quality of teacher recruitment.

To improve, we need to start with better teacher training. Offering incentives—beyond just pay—could attract the best minds to the teaching profession. These incentives could include work-life balance and support for teachers’ well-being. In underserved areas, many low-income private schools hire secondary school graduates at low wages. Instead of shutting these schools down, which could exacerbate inequality, I suggest upskilling these graduates through apprenticeship models that allow them to earn while obtaining teaching qualifications. Improving secondary education quality is another way to ensure a pipeline of capable future teachers.

How do you see AI impacting the role of teachers in the classroom, both positively and otherwise? Can you share examples of innovative uses of AI in education?

AI is already influencing how we view and conduct assessments. Teachers will need to address challenges like students submitting AI-generated answers. Instead of banning AI, teachers must rethink assessments. For example, they could ask students to reflect on or critique answers provided by AI tools like ChatGPT, integrating their personal experiences and critical thinking skills.

AI can also assist teachers by creating lesson plans or individual learning plans, saving time and allowing them to focus more on delivering lessons and supporting students. However, teachers must learn how to craft effective prompts to maximise AI’s potential. At the same time, ethical concerns like data privacy and protection need to be addressed as AI becomes more integrated into education.

While some fear that AI might replace teachers, I believe it’s too early to make such claims. History shows that new technologies, like the internet and personal computers, have revolutionised education to some extent, but they haven’t eliminated inequalities or replaced teachers. Instead, AI should be seen as a tool to complement teachers, freeing them from administrative tasks so they can invest more time in meaningful student interactions.

How can educators more effectively connect with policymakers to drive major transformations in education?

I always return to fundamentals: who are the policymakers? Many work in ministries of education and education boards. Including educators or individuals with teaching experience in policymaking roles can create stronger connections between policy and practice. Convening forums where educators share their challenges and successes can foster collaboration, spark innovation, and influence policy decisions. Policymakers must be present in these spaces, genuinely listening to teachers’ voices.

What advice would you give to new teachers entering the profession during this period of transformation?

I’d lean on Romana Shaikh’s quote: “We teach children, not subjects.” New teachers should recognise the power they hold to shape their classrooms. A friend of mine, Henry Anumudu, an alumnus of Teach for Nigeria, shared how he encouraged his students to challenge him and ask critical questions, even intentionally omitting details to test their attentiveness. This approach teaches students to think critically and understand that teachers, too, are fallible.

New teachers should approach their roles with the mindset that their actions today could shape the future of their students—economically, socially, and intellectually. By showing up fully for their students, they leave a lasting impact that transcends the classroom.

READ ALSO: Recruitment of 5,600 teachers in Oyo great; North should educate its own children —S/West NUP spokesman, Abatan