In the course of the ubiquitous use of AI-supported applications in everyday and professional life, the extent to which AI can support the educational mission is being investigated. Educational processes are concretized for this study through the use of holistically designable learning situations based on curricular requirements. This article examines empirically and holistically how AI can support and independently shape lesson design. The working hypothesis is that AI as a support tool in relation to COMET leads to a higher quality of seminar planning. The null hypothesis is therefore that AI as a support tool does not lead to a higher quality of seminar planning in relation to COMET. The article concludes that AI can offer suggestions to trained teachers, but the use of AI-generated lesson development is certainly not practicable at the moment, so that the didactically trained person as teacher is indispensable.