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As artificial intelligence (AI) tools become increasingly integrated into educational practices, understanding teachers’ experiences with these technologies is critical. This qualitative study examines how university-level English teachers reflect on the use of AI tools, specifically ChatGPT, for lesson planning within an English camp context. Employing a narrative inquiry and collaborative autoethnography approach, three teacher-researchers documented their planning processes through reflective journals and participated in a post-planning focus group. Thematic analysis, supported by both manual (MAXQDA) and AI-assisted coding, revealed an evolution in attitudes toward AI—from initial curiosity and ethical hesitation to greater confidence and strategic integration. Teachers recognized AI's benefits in structuring lessons, generating ideas, and reducing cognitive load; however, they also voiced concerns about generic outputs, creative dependence, and the need for contextual adaptation. The study emphasizes the significance of professional judgment, ethical awareness, and reflective practice in incorporating AI into pedagogical design. The findings contribute to current debates on teacher agency, digital literacy, and the role of AI in promoting human-centered pedagogical innovation.

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AI as a Planning Partner: University Teachers’ Experiences and Challenges in AI-Assisted Lesson Design

  • 会议论文

  • 发表日期：

    2026年

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  • Luis Peralta-Sari,
  • Sandra González-González,
  • Paola Torres-Lazo

摘要

As artificial intelligence (AI) tools become increasingly integrated into educational practices, understanding teachers’ experiences with these technologies is critical. This qualitative study examines how university-level English teachers reflect on the use of AI tools, specifically ChatGPT, for lesson planning within an English camp context. Employing a narrative inquiry and collaborative autoethnography approach, three teacher-researchers documented their planning processes through reflective journals and participated in a post-planning focus group. Thematic analysis, supported by both manual (MAXQDA) and AI-assisted coding, revealed an evolution in attitudes toward AI—from initial curiosity and ethical hesitation to greater confidence and strategic integration. Teachers recognized AI's benefits in structuring lessons, generating ideas, and reducing cognitive load; however, they also voiced concerns about generic outputs, creative dependence, and the need for contextual adaptation. The study emphasizes the significance of professional judgment, ethical awareness, and reflective practice in incorporating AI into pedagogical design. The findings contribute to current debates on teacher agency, digital literacy, and the role of AI in promoting human-centered pedagogical innovation.