GENERATIVE AI, CAREER RESILIENCE, AND SUSTAINABLE CAREERS AMONG GENERATION Z EDUCATORS: A LITERATURE REVIEW

Abstract

Generative artificial intelligence is increasingly reshaping educational work by
transforming how teachers design instruction, provide feedback, manage administrative tasks, and
construct professional expertise. However, existing discussions remain largely centered on
pedagogical efficiency and ethical concerns, while the career implications of generative AI for
younger educators remain insufficiently theorized. This study aims to review and synthesize the
relationship between generative AI, career resilience, and sustainable careers among Generation Z
educators. Using a literature review approach, the study examined scholarly works published
between 2020 and 2026 across education, career psychology, teacher professional development,
and educational technology. The review finds that generative AI can support Generation Z
educators by reducing routine workload, expanding instructional creativity, strengthening access
to professional learning, and improving career adaptability. However, these benefits are
conditional on AI literacy, digital competence, psychological resources, professional agency, and
institutional support. The study further shows that career resilience serves as a critical mechanism
by which young educators interpret AI-related disruption, manage uncertainty, and translate
technological change into sustainable professional growth. The originality of this study lies in
integrating three bodies of literature that are often examined separately: generative AI in education,
career resilience, and sustainable career development. The study contributes theoretically by
proposing an integrative framework linking technological exposure, psychological adaptation, and
career sustainability, while offering practical implications for AI literacy training, mentoring,
ethical governance, workload protection, and human-centered professional development.