<p>This research effort attempts to investigate the phenomenon of disguised unemployment among academics in the setting of online learning and AI. In this form of disguised unemployment, teachers would experience a gradual reduction in their responsibilities, influence, and career development opportunities while still maintaining their positions. Rapid development and extensive use of online learning platforms and AI technologies since the COVID-19 pandemic have relegated traditional teaching functions to a marginal position and thus have caused role function weakening and increased career anxiety. This study used grounded theory to identify the significant factors leading to this: outdated teaching methods, obsolete teaching content, limited teachers’ ability to learn how to work with new technologies, and academic inbreeding. These factors directly influence teachers’ teaching ability and research capacity, hence hampering their career achievement. The results indicate that online learning and AI, though improving the learning experience of students, have increased the marginalization of teachers, especially those who cannot keep pace with the advancement in technology. The results point out the pressing need for reform in the curriculum system and professional skills development to keep teachers competitive in the technology-driven academic environment.</p>