Purpose: The purpose of this paper is to investigate how educators perceive and adapt their roles in the face of changes in technology-driven learning environments. The Gioia methodology explores how educators enable adaptive learning, broaden their pedagogical practice and promote cultural inclusivity to educate diverse students. Design/methodology/approach: This paper involves a qualitative interpretive phenomenological research design using the Gioia methodology. Data was collected through semi-structured interviews with 14 educators across various disciplines. Gioia methodology is a structured exploration of first- and second-order themes and aggregate dimensions that capture the nuanced ways in which educators navigate adaptive learning contexts. Findings: This study highlights how digital tools help enable personalized self-directed learning, how adaptive learning adapts educators to become more than just traditional teachers and how the culturally responsive teaching that is required in a globalized learning environment promotes inclusivity and resilience in a diverse group of learners. Originality/value: This study contributes to the growing body of literature on adaptive learning and identifies educators' critical, expanded roles in a technology-centred world. This research provides a structured, in-depth analysis of educator perspectives on adaptive learning using the Gioia methodology, offering unique insights into the policy and practice implications.