Exploring different aspects of lesson planning for basic education that can be enhanced through the integration of ChatGPT and challenges

Abstract

The increasing integration of artificial intelligence (AI) tools in education has reshaped instructional planning practices, particularly in lesson design and resource development. This descriptive phenomenological study explored the experiences of basic education teachers at Divine Word College of Laoag in integrating ChatGPT into lesson planning. Data were collected through open-ended questionnaires followed by a focused group discussion conducted via video conferencing with ten purposively selected teachers. Using thematic analysis following Braun and Clarke’s framework, findings reveal that ChatGPT supports lesson planning by enhancing logical content organization, generating aligned instructional examples and activities, improving planning efficiency, and suggesting diverse teaching strategies. However, participants also reported challenges, including the generic nature of AI-generated content, limited contextual relevance to local curricula and learner needs, insufficient AI-related training, and concerns regarding over-dependence and loss of pedagogical autonomy. This study highlights teachers’ experiences using generative AI for lesson planning and emphasizes the need for teacher mediation, clear institutional guidelines, targeted training, and ethical use to ensure AI supports—not replaces—professional judgment. Keywords: ChatGPT, lesson planning, artificial intelligence in education, basic education, teacher experiences, descriptive phenomenology, generative AI

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