The Role Transformation of Higher Vocational College Teachers in the Context of Generative AI: From Knowledge Transmitters to “Intelligent Mentors”

Abstract

Generative Artificial Intelligence (GAI) is profoundly reshaping the logic of knowledge production and the organizational forms of teaching in higher vocational education. Faced with the practical dilemma that higher vocational college teachers generally lack hands-on experience in AI-assisted teaching, the traditional role of the “knowledge transmitter” can no longer adapt to the new normal of human–machine collaborative instruction. Based on an analysis of the current state of GAI teaching in higher vocational colleges, this paper proposes that teachers should transform from “knowledge transmitters” to “intelligent mentors,” systematically elaborates the competence structure of the “intelligent mentor,” constructs a closed-loop teaching model of “AI-assisted design before class—human–machine collaborative inquiry in class—intelligent assessment feedback after class,” and explores a path for enhancing teacher competence through college–enterprise collaboration (GAI certification training and teaching-research communities). The study shows that the role transformation of teachers is a key prerequisite for the practical implementation of generative AI literacy education; through the closed-loop teaching model and systematic competence development, classroom teaching effectiveness can be significantly improved, thereby realizing a paradigm shift from “teaching knowledge” to “cultivating literacy.”