Document Type

Article

Source of Publication

Human Behavior and Emerging Technologies

Publication Date

1-1-2025

Abstract

The purpose of this study is to explore the role of prompt engineering in utilizing GenAI tools like EduAid, Magic School, and ChatGPT to enhance lesson planning efficiency and content relevance. Additionally, it highlights the need for AI literacy and continuous professional development to align AI outputs with diverse student needs. A qualitative case study was used to collect data from 17 high school teachers from private and governmental schools. Document analysis, written reflections, and focus group talks were used as data sources to get detailed information about how the teachers used and thought about GenAI tools. The results show that effective prompts helped teachers use GenAI tools better, which makes lesson planning and material more relevant. Teachers emphasized that AI-generated material needed to be constantly improved to better meet the needs of all of their students. This study highlights the importance of developing AI literacy through continuous professional training to effectively enable teachers to integrate AI tools into their teaching practices.

ISSN

2578-1863

Publisher

Wiley

Volume

2025

Issue

1

Disciplines

Education

Keywords

AI literacy, generative AI (GenAI) tools, prompt engineering, teacher perceptions

Scopus ID

05000906879

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Indexed in Scopus

yes

Open Access

yes

Open Access Type

Gold: This publication is openly available in an open access journal/series

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Education Commons

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