Exploring the benefits and challenges of AI-driven lesson planning among preservice science teachers

Chua Kah Heng; Renuka V Sathasivam; Nofouz Mafarja; Suzieleez Syrene Abdul Rahim; Chua Kah Heng; Renuka V Sathasivam; Nofouz Mafarja; Suzieleez Syrene Abdul Rahim

doi:10.3934/steme.2026001

STEM Education

2026, Volume 6, Issue 1: 1-20. doi: 10.3934/steme.2026001

Previous Article Next Article

Research article

Exploring the benefits and challenges of AI-driven lesson planning among preservice science teachers

1.
Department of Mathematics and Science Education, Faculty of Education, Universiti Malaya, 50603 Kuala Lumpur, Malaysia; chuakh@um.edu.my
2.
Department of Mathematics and Science Education, Faculty of Education, Universiti Malaya, 50603 Kuala Lumpur, Malaysia; renukasivam@um.edu.my
3.
Department of Mathematics and Science Education, Faculty of Education, Universiti Malaya, 50603 Kuala Lumpur, Malaysia; nofouz@um.edu.my
4.
Department of Mathematics and Science Education, Faculty of Education, Universiti Malaya, 50603 Kuala Lumpur, Malaysia; suzieleez@um.edu.my

Academic Editor: Muhammad Younas

Received: 11 July 2025 Revised: 29 October 2025 Accepted: 08 December 2025 Published: 05 January 2026

The integration of generative artificial intelligence (AI) tools into education has gained momentum, yet their role in teacher education remains underexplored. This study investigated how preservice science teachers engage with ChatGPT during lesson planning and the perceived benefits and challenges of its use. Fourteen postgraduate chemistry education students were tasked with designing lesson plan using AI assistance and subsequently completed open-ended questionnaires reflecting on their experiences. Thematic analysis revealed two overarching themes: Perceived benefits included support in structuring lesson content, organizing instructional flow, generating activities, and saving time. However, participants also identified key challenges such as the need for precise prompting, occasional factual inaccuracies, misalignment with the Malaysian curriculum, and impractical suggestions. The findings highlight that while ChatGPT can serve as a valuable cognitive scaffold and pedagogical partner, its effectiveness is constrained by users' critical literacy and contextual judgment. This study underscores the necessity of integrating AI-pedagogical literacy into teacher education programs, enabling future educators to use AI tools reflectively and responsibly. Rather than replacing professional expertise, generative AI tools such as ChatGPT should be framed as augmentative resources within a broader pedagogical framework.
- lesson plans,
- preservice teachers,
- science education,
- ChatGPT,
- AI-driven
Citation: Chua Kah Heng, Renuka V Sathasivam, Nofouz Mafarja, Suzieleez Syrene Abdul Rahim. Exploring the benefits and challenges of AI-driven lesson planning among preservice science teachers[J]. STEM Education, 2026, 6(1): 1-20. doi: 10.3934/steme.2026001

Related Papers:

Abstract

The integration of generative artificial intelligence (AI) tools into education has gained momentum, yet their role in teacher education remains underexplored. This study investigated how preservice science teachers engage with ChatGPT during lesson planning and the perceived benefits and challenges of its use. Fourteen postgraduate chemistry education students were tasked with designing lesson plan using AI assistance and subsequently completed open-ended questionnaires reflecting on their experiences. Thematic analysis revealed two overarching themes: Perceived benefits included support in structuring lesson content, organizing instructional flow, generating activities, and saving time. However, participants also identified key challenges such as the need for precise prompting, occasional factual inaccuracies, misalignment with the Malaysian curriculum, and impractical suggestions. The findings highlight that while ChatGPT can serve as a valuable cognitive scaffold and pedagogical partner, its effectiveness is constrained by users' critical literacy and contextual judgment. This study underscores the necessity of integrating AI-pedagogical literacy into teacher education programs, enabling future educators to use AI tools reflectively and responsibly. Rather than replacing professional expertise, generative AI tools such as ChatGPT should be framed as augmentative resources within a broader pedagogical framework.

References

[1]	Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., et al., ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 2023,103: 102274. https://doi.org/10.1016/j.lindif.2023.102274 doi: 10.1016/j.lindif.2023.102274
[2]	Adiguzel, T., Kaya, M.H. and Cansu, F.K., Revolutionizing education with AI: Exploring the transformative potential of ChatGPT. Contemporary Educational Technology, 2023, 15(3): ep429. https://doi.org/10.30935/cedtech/13152 doi: 10.30935/cedtech/13152
[3]	Grossman, P.L., The Making of a Teacher: Teacher Knowledge and Teacher Education, Teachers College Press, 1990.
[4]	Shulman, L.S., Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 1987, 57: 1‒22. http://dx.doi.org/10.17763/haer.57.1.j463w79r56455411 doi: 10.17763/haer.57.1.j463w79r56455411
[5]	Cooper, G., Examining Science Education in ChatGPT: An Exploratory Study of Generative Artificial Intelligence. Journal of Science Education and Technology, 2023, 32: 444–452. https://doi.org/10.1007/s10956-023-10039-y doi: 10.1007/s10956-023-10039-y
[6]	Cope, B., Kalantzis, M. and Searsmith, D., Artificial intelligence for education: Knowledge and its assessment in AI-enabled learning ecologies. Educational Philosophy and Theory, 2020, 53: 1‒17. http://doi.org/10.1080/00131857.2020.1728732 doi: 10.1080/00131857.2020.1728732
[7]	Uysal, B.Ç.B. and Yüksel, İ., AI-powered lesson planning: Insights from future EFL teachers. In AI in Language Teaching, Learning, and Assessment (pp. 101-132). IGI Global Scientific Publishing, 2024. http://doi.org/10.4018/979-8-3693-0872-1.ch006
[8]	Sawalha, G., Taj, I. and Shoufan, A., Analyzing student prompts and their effect on ChatGPT's performance. Cogent Education, 2024, 11(1): 2397200. https://doi.org/10.1080/2331186X.2024.2397200 doi: 10.1080/2331186X.2024.2397200
[9]	Zawacki-Richter, O., Marín, V.I., Bond, M. and Gouverneur, F., Systematic review of research on artificial intelligence applications in higher education–where are the educators? International journal of educational technology in higher education, 2019, 16(1): 1‒27. https://doi.org/10.1186/s41239-019-0171-0 doi: 10.1186/s41239-019-0171-0
[10]	Selwyn, N., Hillman, T., Bergviken-Rensfeldt, A. and Perrotta, C., Making sense of the digital automation of education. Postdigital Science and Education, 2023, 5(1): 1‒14. https://doi.org/10.1007/s42438-022-00362-9 doi: 10.1007/s42438-022-00362-9
[11]	Michel-Villarreal, R., Vilalta-Perdomo, E., Salinas-Navarro, D.E., Thierry-Aguilera, R. and Gerardou, F.S., Challenges and opportunities of generative AI for higher education as explained by ChatGPT. Education Sciences, 2023, 13(9): 856. https://doi.org/10.3390/educsci13090856 doi: 10.3390/educsci13090856
[12]	Yusuf, A., Pervin, N. and Román-González, M., Generative AI and the future of higher education: A threat to academic integrity or reformation? Evidence from multicultural perspectives. International Journal of Educational Technology in Higher Education, 2024, 21(1): 21. https://doi.org/10.1186/s41239-024-00453-6 doi: 10.1186/s41239-024-00453-6
[13]	Kurtz, G., Amzalag, M., Shaked, N., Zaguri, Y., Kohen-Vacs, D., Gal, E., et al., Strategies for integrating generative AI into higher education: Navigating challenges and leveraging opportunities. Education Sciences, 2024, 14(5): Article 503. https://doi.org/10.3390/educsci14050503 doi: 10.3390/educsci14050503
[14]	Walczak, K. and Cellary, W., Challenges for higher education in the era of widespread access to Generative AI. Economics and Business Review, 2023, 9(2): 71–100. https://doi.org/10.18559/ebr.2023.2.743 doi: 10.18559/ebr.2023.2.743
[15]	AlAli, R., Wardat, Y., Al-Saud, K. and Alhayek, K.A., Generative AI in education: Best practices for successful implementation. International Journal of Religion, 2024, 5(9): 1016–1025. https://doi.org/10.61707/pkwb8402 doi: 10.61707/pkwb8402
[16]	Nikolopoulou, K., Generative artificial intelligence in higher education: Exploring ways of harnessing pedagogical practices with the assistance of ChatGPT. International Journal of Changes in Education, 2024, 1(2): 103–111. https://doi.org/10.47852/bonviewIJCE42022489 doi: 10.47852/bonviewIJCE42022489
[17]	van den Berg, G. and du Plessis, E., ChatGPT and generative AI: Possibilities for its contribution to lesson planning, critical thinking, and openness in teacher education. Education Sciences, 2023, 13(10): 998. https://doi.org/10.3390/educsci13100998 doi: 10.3390/educsci13100998
[18]	Corp, A. and Revelle, C., ChatGPT is here to stay: Using ChatGPT with student teachers for lesson planning. The Texas Forum of Teacher Education, 2023, 14: 116–124.
[19]	Mintz, J., Holmes, W., Liu, L. and Perez-Ortiz, M., Artificial intelligence and K-12 education: Possibilities, pedagogies and risks. Computers in the Schools, 2023, 40(4): 325–333. https://doi.org/10.1080/07380569.2023.2279870 doi: 10.1080/07380569.2023.2279870
[20]	Baytak, A., The content analysis of the lesson plans created by ChatGPT and Google Gemini. Research in Social Sciences and Technology, 2024, 9(1): 329–350. https://doi.org/10.46303/ressat.2024.19 doi: 10.46303/ressat.2024.19
[21]	Powell, W. and Courchesne, S., Opportunities and risks involved in using ChatGPT to create first grade science lesson plans. PloS one, 2024, 19(6): e0305337. https://doi.org/10.1371/journal.pone.0305337 doi: 10.1371/journal.pone.0305337
[22]	Chan, C.K.Y. and Hu, W., Students' voices on generative AI: Perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 2023, 20(43): 1–18. https://doi.org/10.1186/s41239-023-00411-8 doi: 10.1186/s41239-023-00411-8
[23]	Koraishi, O., Teaching English in the age of AI: Embracing ChatGPT to optimize EFL materials and assessment. Language Education and Technology, 2023, 3(1): 55–72.
[24]	Kehoe, F., Leveraging generative AI tools for enhanced lesson planning in initial teacher education at post primary. Irish Journal of Technology Enhanced Learning, 2023, 7(2): 172–182. https://doi.org/10.22554/ijtel.v7i2.124 doi: 10.22554/ijtel.v7i2.124
[25]	Clark, T.M., Fhaner, M., Stoltzfus, M. and Queen, M.S., Using ChatGPT to support lesson planning for the historical experiments of Thomson, Millikan, and Rutherford. Journal of Chemical Education, 2024,101(5): 1992–1999. https://doi.org/10.1021/acs.jchemed.4c00200 doi: 10.1021/acs.jchemed.4c00200
[26]	Lee, G.G. and Zhai, X., Using ChatGPT for science learning: A Study on preservice teachers' lesson planning. IEEE Transactions on Learning Technologies, 2024, 17: 1643‒1660.
[27]	Broutın, M.S.T., Exploring mathematics teacher candidates' instrumentation process of generative artificial intelligence for developing lesson plans. Yüksekög! retim Dergisi, 2024, 14(1): 165–176. https://doi.org/10.53478/yuksekogretim.1347061 doi: 10.53478/yuksekogretim.1347061
[28]	Karaman, M.R., Are lesson plans created by ChatGPT more effective? An experimental study. International Journal of Technology in Education, 2024, 7(1): 107–127. https://doi.org/10.46328/ijte.607 doi: 10.46328/ijte.607
[29]	Khazanchi, R. and Khazanchi, P., Generative AI to improve special education teacher preparation for inclusive classrooms. In M. Searson, E. Langran, & J. Trumble (Eds.), Exploring new horizons: Generative artificial intelligence and teacher education, 2024,159–177. Association for the Advancement of Computing in Education. https://www.learntechlib.org/primary/p/223928/
[30]	Farrelly, T. and Baker, N., Generative artificial intelligence: Implications and considerations for higher education practice. Education Sciences, 2023, 13(11): 1109. https://doi.org/10.3390/educsci13111109 doi: 10.3390/educsci13111109
[31]	ElSayary, A., An investigation of teachers' perceptions of using ChatGPT as a supporting tool for teaching and learning in the digital era. Journal of Computer Assisted Learning, 2023, 40(3): 931–945. https://doi.org/10.1111/jcal.12926 doi: 10.1111/jcal.12926
[32]	DeCarlo, M., Lynch, W., Lee, V., Moix, D. and Klein, V., Assessment and instructional decision making: How AI can support data literacy development for preservice teachers. In M. Searson, E. Langran, & J. Trumble (Eds.), Exploring new horizons: Generative artificial intelligence and teacher education, 2024,129–144. Association for the Advancement of Computing in Education. https://www.learntechlib.org/primary/p/223928/
[33]	Sakamoto, M., Tan, S., and Clivaz, S., Social, cultural and political perspectives of generative AI in teacher education: Lesson planning in Japanese teacher education. In M. Searson, E. Langran, & J. Trumble (Eds.), Exploring new horizons: Generative artificial intelligence and teacher education, 2024 178–209. Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/223928/
[34]	Yeralan, S. and Lee, L.A., Generative AI: Challenges to higher education. Sustainable Engineering and Innovation, 2023, 5(2): 107–116. https://doi.org/10.37868/sei.v5i2.id196 doi: 10.37868/sei.v5i2.id196
[35]	Khalid, M. and Ahmad, N., Educational innovation: Challenges and opportunities with generative AI integration. Unpublished. 2024. https://doi.org/10.13140/RG, 2(36701.83684).
[36]	Hodge-Zickerman, A. and York, C., Embracing ChatGPT in the evolving landscape of mathematics teacher education and assessment. In M. Searson, E. Langran, & J. Trumble (Eds.), Exploring new horizons: Generative artificial intelligence and teacher education, 2024,111–128. Association for the Advancement of Computing in Education. https://www.learntechlib.org/primary/p/223928/
[37]	Mosaiyebzadeh, F., Pouriyeh, S., Parizi, R., Dehbozorgi, N., Dorodchi, M. and Macêdo Batista, D., Exploring the role of ChatGPT in education: Applications and challenges. Proceedings of the 24th annual conference on information technology education, 2023, 84–89.
[38]	Cun, A. and Huang, T., Gen AI & TPACK teacher education student perspectives. In M. Searson, E. Langran, & J. Trumble (Eds.), Exploring new horizons: Generative artificial intelligence and teacher education, 2024, 62–75. Association for the Advancement of Computing in Education. https://www.learntechlib.org/primary/p/223928/
[39]	Uzumcu, O. and Acilmis, H., Do innovative teachers use ai-powered tools more interactively? A study in the context of diffusion of innovation theory. Technology, Knowledge and Learning, 2024, 29(2): 1109–1128. https://doi.org/10.1007/s10758-023-09687-1 doi: 10.1007/s10758-023-09687-1
[40]	Dotan, R., Parker, L.S. and Radzilowicz, J., Responsible adoption of generative AI in higher education: Developing a "points to consider" approach based on faculty perspectives. In The 2024 ACM conference on fairness, accountability, and transparency, 2024, 2033–2046. Association for Computing Machinery.
[41]	Hughes, L., Malik, T., Dettmer, S., Al-Busaidi, A.S. and Dwivedi, Y.K., Reimagining Higher Education: Navigating the Challenges of Generative AI Adoption. Information Systems Frontiers, 2025, 1-23. https://doi.org/10.1007/s10796-025-10582-6 doi: 10.1007/s10796-025-10582-6
[42]	Saimon, M., Mtenzi, F., Lavicza, Z., Fenyvesi, K., Arnold, M. and Diego-Mantecón, J.M., Applying the 6E learning by design model to support student teachers to integrate artificial intelligence applications in their classroom. Education and Information Technologies, 2024, 1–18. https://doi.org/10.1007/s10639-024-12795-9 doi: 10.1007/s10639-024-12795-9
[43]	Smolansky, A., Cram, A., Raduescu, C., Zeivots, S., Huber, E., and Kizilcec, R.F., Educator and student perspectives on the impact of generative AI on assessments in higher education. Proceedings of the tenth ACM conference on Learning @ Scale, 2023,378–382.
[44]	Chiu, T.K., Future research recommendations for transforming higher education with generative AI. Computers and Education: Artificial Intelligence, 2024, 6: 100197. https://doi.org/10.1016/j.caeai.2023.100197 doi: 10.1016/j.caeai.2023.100197
[45]	Hajam, K.B. and Gahir, S., Unveiling the attitudes of university students toward artificial intelligence. Journal of Educational Technology Systems, 2024, 52(3): 335–345. https://doi.org/10.1177/00472395231225920 doi: 10.1177/00472395231225920
[46]	Hashmi, N. and Bal, A.S., Generative AI in higher education and beyond, Business Horizons, 2024.
[47]	Braun, V. and Clarke, V., Using thematic analysis in psychology. Qualitative Research in Psychology, 2006, 3(2): 77–101. https://doi.org/10.1191/1478088706qp063oa doi: 10.1191/1478088706qp063oa
[48]	Lee, D., Arnold, M., Srivastava, A., Plastow, K., Strelan, P., Ploeckl, F., et al., The impact of generative AI on higher education learning and teaching: A study of educators' perspectives. Computers and Education: Artificial Intelligence, 2024, 6: Article 100221. https://doi.org/10.1016/j.caeai.2024.100221 doi: 10.1016/j.caeai.2024.100221
[49]	Adeyele, V.O. and Ramnarain, U., Exploring the integration of ChatGPT in inquiry-based learning: Teacher perspectives. International Journal of Technology in Education, 2024, 7(2): 200–217. https://doi.org/10.46328/ijte.638 doi: 10.46328/ijte.638
[50]	Dai, Y., Liu, A. and Lim, C.P., Reconceptualizing ChatGPT and generative AI as a student-driven innovation in higher education. Procedia CIRP, 2023,119: 84–90. https://doi.org/10.1016/j.procir.2023.05.002 doi: 10.1016/j.procir.2023.05.002
[51]	Pitura, J., Using the e-questionnaire in qualitative applied linguistics research. Research Methods in Applied Linguistics, 2023, 2(1): 100034. https://doi.org/10.1016/j.rmal.2022.100034 doi: 10.1016/j.rmal.2022.100034
[52]	Harris, J. and Hofer, M., Instructional planning activity types as vehicles for curriculum-based TPACK development. In C. D. Maddux, (Ed.), Research highlights in technology and teacher education, 2009, 99-108. Chesapeake, VA: Society for Information Technology in Teacher Education (SITE).
[53]	Ertmer, P. and Ottenbreit-Leftwich, A., Teacher Technology Change: How Knowledge, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 2010, 42: 255-284. http://doi.org/10.1080/15391523.2010.10782551 doi: 10.1080/15391523.2010.10782551
[54]	Puentedura, R.R., SAMR: Moving from enhancement to transformation. 2014. Retrieved from: http://www.hippasus.com/rrpweblog/archives/000095.html
[55]	Wood, D., Bruner, J.S. and Ross, G., The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 1976, 17(2): 89–100. https://doi.org/10.1111/j.1469-7610.1976.tb00381.x doi: 10.1111/j.1469-7610.1976.tb00381.x
[56]	Eager, B. and Brunton, R., Prompting higher education towards ai-augmented teaching and learning practice. Journal of University Teaching & Learning Practice, 2023, 20(5): 02. https://doi.org/10.53761/1.20.5.02 doi: 10.53761/1.20.5.02
[57]	Luckin, R., Holmes, W., Griffiths, M. and Forcier, L.B., Intelligence Unleashed: An argument for AI in Education, UCL Knowledge Lab: London, UK, 2016.
[58]	Selwyn, N., Ljungqvist, M. and Sonesson, A., When the prompting stops: exploring teachers' work around the educational frailties of generative AI tools. Learning, Media and Technology, 2025, 50(3): 310–323. https://doi.org/10.1080/17439884.2025.2537959 doi: 10.1080/17439884.2025.2537959

Author's biography Chua Kah Heng (PhD) is a senior lecturer in the department of Mathematics and Science Education Faculty of Education, Universiti Malaya. His research focuses on Innovative Pedagogy, teaching methodologies for content, classroom behaviour, Chemistry Education, Curriculum and Pedagogy. Associate Professor; Associate Professor. Dr. Renuka V Sathasivam (PhD) is an Associate Professor in the department of Mathematics and Science Education Faculty of Education, Universiti Malaya. Her research focuses on STEM education (Chemistry Education), teaching methods and classroom assessment; Dr. Nofouz Mafarja (PhD) is a senior lecturer in the department of Mathematics and Science Education Faculty of Education, Universiti Malaya. Her research focuses on Science education (Physics Education), scaffolding in education, collaborative learning, word problem solving in physics, critical thinking skills, Innovative Pedagogy, and educational technology; Dr. Suzieleez Syrene Abdul Rahim (PhD) is a senior lecturer in the department of Mathematics and Science Education Faculty of Education, Universiti Malaya. Her research focuses on Mathematics Education, Pedagogical Knowledge Development in Mathematics, Teaching and Learning Geometry, Problem-solving, Mathematical Literacy, Mathematical thinking, and Inquiry based Teaching

Reader Comments

Your name:*

Email:*
© 2026 the Author(s), licensee AIMS Press. This is an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0)