This research aimed to examine and analyze scenarios of teacher agency in the age of Artificial Intelligence (AI) through the lens of curricular paradigm shifts, in order to identify and model how teachers adapt their behaviors, decisions, and pedagogical approaches to fundamental transformations in curriculum design and implementation. The study was applied in nature, employed a qualitative methodology, and utilized a multi-method approach—specifically, meta-synthesis and classic Grounded Theory. The research field encompassed curriculum planning experts across the country and scientific articles published between 2020 and 2026. A purposive snowball sampling method was employed, achieving theoretical saturation with 34 articles and 18 experts. Trustworthiness was ensured via data triangulation, member checking, and continuous memoing. The analysis followed Flick’s (2002) integrated holistic-interpretive strategy for synthesis. The results revealed that teacher agency in the age of AI, within the framework of curricular paradigm shifts, is anchored in a three-dimensional matrix of teacher agency—encompassing retrospective, present-oriented, and prospective perspectives—operationalized across four distinct levels: “Personalized Curriculum,” “Digital Curriculum,” “Transformative Curriculum,” and “Adaptive Curriculum.”