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Designing adaptive lessons with GenAI to meet diverse learning preferences
Ahmer, Sara
Ahmer, Sara
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Date
2025
Educational Level
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 3 Upper Secondary Education
Curriculum Area
Geographical Setting
Pakistan
Abstract
Context: The study investigates the use of Generative AI (GenAI) in designing adaptive lessons to cater to diverse learning preferences within an educational context, specifically at Aitchison College in Pakistan. This institution emphasizes academic excellence and aims to develop well-rounded individuals while facing challenges in accommodating varied learning styles.
Aims: The research aims to explore the integration of GenAI in lesson planning, focusing on its potential to enhance adaptability and engagement for diverse learners. It also seeks to understand teachers' and students' perceptions of AI's role in the learning process and to identify initial experiences of educators with this technology.
Methods: The action research involved qualitative and quantitative methods, including teacher shadowing, surveys, and focus groups with educators and students across different grade levels. A four-week professional development program was implemented to develop AI-integrated teaching strategies, focusing on diverse learning styles and ethical considerations.
Findings: The findings indicate that while teachers acknowledged AI's benefits for lesson personalization and differentiation, there are significant gaps in training and proficiency. Many teachers reported moderate AI skills, with 63% expressing a need for hands-on training. Despite 85% recognizing AI's utility in creating tailored activities, concerns about over-reliance on technology and insufficient subject-specific content were prevalent. Ethical issues, particularly related to AI-generated inaccuracies, further necessitated human oversight.
Implications: This study emphasizes the necessity for structured professional development that not only equips teachers with the knowledge and skills to integrate AI effectively but also promotes ethical usage. As AI evolves in educational settings, insights from this research may guide other educators in employing GenAI to enhance personalized instruction while maintaining educational integrity. Furthermore, the potential of AI in fostering engagement and adaptability suggests significant implications for future curriculum development and pedagogical strategies in diverse classrooms.
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Keywords (free text)
social media, learning environment, artificial intelligence, digital policy, education, school stakeholders