Teacher's self-determination in the context of artificial intelligence integration in education

The rapid integration of artificial intelligence (AI) into the educational process has significantly affected the professional self-determination of teachers. This article examines the concept of teacher's self-determination in the context of AI implementation, focusing on the role of professional reflection, the possibilities of AI in education, and the interaction of educational actors with AI systems. The aim of the study is to investigate how AI tools affect teachers' sense of autonomy, competence and professional reflection. The research methods used were literature analysis methods and a questionnaire method involving a survey of 256 teachers from organisations providing secondary vocational education and using AI tools. The results show that AI can enhance teachers' competence by providing them with contextual data and simplifies the administrative routine of the educational process, but it can also undermine autonomy and destroy the self-definition of the professional role of the teacher. Respondents expressed the need for training, ethical standards, and shared decision-making to maintain their self-determination. The study concludes that the balance between the integration of AI and the need for professional reflection of teachers is crucial for creating an effective educational environment.