Russian Language Teachers in the Era of Artificial Intelligence: New Professional Identities

Abstract

Background. In the era of AI, teachers of the Russian language face new challenges: technologies are reshaping their professional identity while simultaneously creating opportunities for growth. The study of AI’s impact on the transformation of educators’ roles and their adaptation strategies is of particular importance.

Objective. The aim is to determine how AI can act as a catalyst for transforming the traditional professional identities of teachers, fostering their development in new contexts.

Methods. Analysis of the transformation of teachers’ professional roles under the influence of AI, along with a synthesis of theoretical approaches to their adaptation.

Results. New professional identities have been identified: from "knowledge source" to "learning content editor" and "teaching methodology optimizer," and from "academic worker" to "researcher utilizing and developing technologies." These changes motivate educators to acquire new skills and rethink their roles.

Conclusions. AI is reshaping the professional identity of teachers, laying the groundwork for their further development. However, additional research—including quantitative analysis and case studies—is required. This study can serve as a guide for educators adapting to the digital era.

References

Borisenkov, V.P., Pustovoitov, V.N., Toreeva, A.T. (2024). Development of Teacher Education in the Unified Educational Space of Russia: from Methodology to Practice. Vestnik Moskovskogo universiteta. Seriya 20. Pedagogicheskoe obrazovanie = Lomonosov Pedagogical Education Journal, 22(1), 190–204. (In Russ.)

Chen, H., Tao, Yu. (2022). Current Status and Strategies for Teaching Translation Technologies in Russian Undergraduate Programs in the Context of "New Humanities" and the "New Guidelines". Teaching Russian in China, (2), 86–95.

Dong, H., Zheng, D. (2024). Foreign Language Education in the Era of Artificial Intelligence: Challenges, Opportunities, and Strategy Reconstruction. Journal of Language Governance, (1), 127–138.

Erikson, E. (1996). Identity: Youth and Crisis. Moscow: Progress Publ. (In Russ.)

Ermolaeva, E.P. (2017). A Multidisciplinary Approach in the "Person - Profession - Society" Model. Institut psikhologii Rossiyskoy akademii nauk. Organizatsionnaya psikhologiya i psikhologiya truda = Institute of Psychology of the Russian Academy of Sciences. Organizational Psychology and Labor Psychology, 2(1), 3–22. (In Russ.)

Ji, H., Han, I., Ko, Y. (2023). A Systematic Review of Conversational AI in Language Education: Focusing on the Collaboration with Human Teachers. Journal of Research on Technology in Education, 55(1), 48–63.

Kharitonova, Yu.S., Savina, V.S., Pagnini, F. (2021). Bias of Artificial Intelligence Algorithms: Issues of Ethics and Law. Vestnik Permskogo universiteta. Yuridicheskie nauki = Perm University Herald. Legal Sciences, (53), 488–515. (In Russ.)

Liu, H., Peng, W., Li, M. (2023). Innovations and Reform Directions of the Curriculum System and Knowledge Structure in University Russian Language Programs. Frontiers of Foreign Language Education Research, 3, 13–22.

Ma, J., Ren, X. (2023). Professional Identity Construction of University Foreign Language Teachers in the Context of "New Humanities". Foreign Language World, (5), 73–80.

Ning, Q. (2021). Positioning and Tasks of Foreign Language Education in the New Era. Chinese Foreign Languages, (1), 16–17.

Ning, Q. (2023). Reflections and Explorations on the Identity of Digital Humanities in Foreign Language Disciplines. Foreign Language World, (1), 12–17.

Razzhivina, M.I., Yakovleva, N.V. (2022). Professional Identity of the Teacher. Analysis of Modern Approaches. Prikladnaya yuridicheskaya psikhologiya = Applied Legal Psychology, 4(61), 131–140. (In Russ.)

Shazly, R.E. (2021). Effects of artificial intelligence on English speaking anxiety and speaking performance: A case study. Expert Systems, 38(3), e12667. https://doi.org/10.1111/exsy.12667

Shi, T., Wang, F. (eds.). (2011). Dongfang Daxue Eyu. Xinban 5. Xuesheng Yongshu (Oriental College Russian. New Edition 5. Student's Book) (1st ed.). Beijing: Foreign Language Teaching and Research Press.

Shneider, L.B. (2019). Psychology of Identity: Textbook and Workbook for Bachelor's and Master's Degrees (2nd ed., revised). Moscow: Yurayt Publ. (In Russ.)

Xu, H. (2024). Practices and Research on the Development of Russian Language Program Features in the Context of "New Humanities" — A Case Study of the Russian Language Program at the Communication University of China. Teaching Russian in China, (1), 76–83.

Yashina, M.N. (2014). The Origins of E. Erikson's Theoretical Views on the Role of Social Factors in Personality Development. Diskussiya = Discussion, 5(46), 91–100. (In Russ.)

Zhang, J., Wang, N., Liu, J., Ning, Q. et al. (2024). Integration of Science and Humanities in the Age of Artificial Intelligence: Theory and Practice. Journal of Shanghai Jiao Tong University (Philosophy and Social Sciences Edition), (11), 79–90.

Zhang, X. (2020). Identity Crisis and Reconstruction of University Teachers’ Identity in the Age of Artificial Intelligence. Modern Educational Technology, (11), 5–11.

Zhang, Zh., Hong, H. (2023). Foreign Language Teaching Supported by ChatGPT: Empowerment, Challenges, and Strategies. Foreign Language World, (2), 38–44.

Zhou, D. (2024). Identity Mirror of Teachers in the Age of Artificial Intelligence: Challenges and Construction. Chinese Distance Education, (4), 81–93.