Why teaching resists automation in an AI-inundated era: Human judgment, non-modular work, and the limits of delegation

ArXi:2604.07285v1 Announce Type: new Debates about artificial intelligence (AI) in education often portray teaching as a modular and procedural job that can increasingly be automated or delegated to technology. This brief communication paper argues that such claims depend on treating teaching as separable than it is in practice.