Keywords
Teacher Education
Lesson Preparation
AI Literacy
Qualitative Research
How to Cite
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Copyright (c) 2026 Sonja Gabriel
This work is licensed under a Creative Commons Attribution 4.0 International License.
Abstract
This article examines the use of generative AI in lesson planning by pre-service teachers and analyses its potentials and limitations with regard to didactic decision-making processes. The study focuses on the settings, usage practices, and perceived competencies of pre-service teachers when using generative AI for lesson planning. The research is theoretically framed by the AI-PACK model and the UNESCO AI Competency Framework, which serve as analytical lenses for interpreting the empirical findings. Methodologically, the study draws on qualitative interviews with pre-service teachers as well as an analysis of lesson plans developed with and without the support of generative AI. The findings show that generative AI is mainly used to support idea generation, structuring, and efficiency in the planning process. Core didactic decision-making processes, such as defining learning objectives, adapting content to specific learner groups, and making pedagogically justified choices, remain dependent on existing pedagogical competencies. The results highlight implications for teacher education, particularly the need to foster AI-related competencies that support didactic judgement and critical reflection.
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