Designing instructional activities with generative artificial intelligence: A study within the initial training for primary teachers
DOI:
https://doi.org/10.7346/-fei-XXIV-02-26_18Keywords:
Lesson plan, Initial teacher training, Generative artificial intelligence, Primary school, Generative artificial intelligence within teacher educationAbstract
Generative artificial intelligence (GAI) is reshaping several pedagogical processes. This study investigated the role of GAI in writing lesson plans within primary education, involving 46 students of teacher education program offered by the University of Genova, during the academic year 2025/2026. This study analysed three types of lesson plans: those created by students without digital tools, those generated by GAI using a researcher-provided prompt, and those produced by students using GAI independently. Two raters - a teacher with long-term experience and a peer - assessed all lesson plans using an instrument focused on five areas: cognitive engagement, classroom interaction, quality of subject content, effective feedback and socio-emotional support. The results show high scores for the lesson plans produced by students and offer valuable insights across the observed dimensions. Findings highlight the strong performance of GAI in supporting content production, while also revealing limitations in areas related to inclusion and feedback.
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