When life (society) changes rapidly and drastically, school (education) must change accordingly. However, not all changes are good and beneficial for society, so schools must also think critically and work with a time lag that allows for critical reflection and the search for more rational and optimal solutions. Teachers remain essential in the educational process, but their role changes drastically. This shift should not stem from random decisions by inventive individuals but rather from carefully considered reflections on new pedagogical paradigms. Today, this is called digital pedagogy, which inevitably transitions into generative pedagogy. Moreover, the shift from one to the other is discreet yet represents a quantum leap in an extremely short time. However, the teacher/human is no longer primarily a holder and transmitter of knowledge. Instead, their role increasingly shifts toward education in the affective domain, where they become facilitators of relationship-building and human values. [For the complete proceedings, see ED673688.]