Artificial General Intelligence is anticipated to trigger a transformation akin to the Industrial Revolution, bringing about profound changes in our lives. This transformation encompasses technological advancements and the individuals’ adaptation processes in response to these changes. This research explores the potential effects of this technology on the role of teacher and trainer. Characterized as a technology with cognitive abilities comparable to humans, Artificial General Intelligence finds numerous educational applications. There are few studies in the international literature examining its potential impacts on the roles of teachers, especially in Morocco. This research fills a significant gap by deepening our understanding of the possible effects of this technology in education, a groundbreaking technological paradigm with worldwide implications. Document analysis, a qualitative research method, was used in this study. The results show that this innovation can assist teachers and trainers in promoting equal opportunities in education, enhancing educational processes, monitoring student progress, and developing personalized learning environments. The significance of ethical concerns, including algorithmic biases, the protection of personal data confidentiality, and equitable access, were highlighted. The responsible and secure use of these technologies in educational processes is deemed necessary. In this context, it is imperative to establish a quality teacher training plan to enable them to adapt effectively to the era of General Artificial Intelligence.