Integration of generative artificial intelligence in the instructional planning of primary school teachers: a scoping review

The literature on generative artificial intelligence (GAI) in education is growing rapidly, but its application by primary school teachers remains fragmented and poorly systematized. In response to this gap, this article proposes a comprehensive review focused on mapping and characterizing the available scientific evidence on the use of GAI by this teaching group. The research followed the PRISMA-ScR guidelines and the PCC framework, consulting the Scopus, ERIC, and ScienceDirect databases. From an initial 64 records, 20 articles published between 2023 and 2025 were selected. The studies originate from Asia-Pacific, Europe, North America, and Latin America, although significant gaps were identified, particularly in the latter region. The synthesis organizes the findings into two main categories: the pedagogical uses of GAI and its integration into lesson planning. Among the most frequent benefits highlighted are the reduction of teachers' cognitive load, the personalization of learning, and the strengthening of technological self-efficacy. The article concludes that IAG has transformative potential to support teacher planning in primary education, but warns that its incorporation must be accompanied by critical training, contextualized research, and specific pedagogical frameworks that go beyond a merely instrumental use in everyday school practice and in diverse contexts.