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Teaching high school students about generative AI: Cases of teacher lesson design

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Listed:
  • Victoria Delaney
  • Ibrahim Oluwajoba Adisa
  • Christopher Mah
  • Victor R. Lee

Abstract

Teachers who wish to enact lessons about generative AI are required to simultaneously learn about it and develop curricula with activities that align with their discipline. We present two cases of high school teachers, June and Margot, who had different prior experiences, resources, and learning goals related to GenAI instruction. We found that they designed lessons that positioned GenAI as an object-of-study or subject-specific, but neither lesson solely focused on either approach. Prior disciplinary and lesson planning knowledge and in-the moment student reactions to activities shaped their appraisals of lesson effectiveness. However, we observed that co-design experiences and activities were central for helping to develop teachers’ pedagogical design capacity for GenAI. We contribute two cases that illustrate how co-design can support high school teachers who wish to integrate GenAI into their discipline, and by offering contrasting models of pedagogical approaches.

Suggested Citation

  • Victoria Delaney & Ibrahim Oluwajoba Adisa & Christopher Mah & Victor R. Lee, 2025. "Teaching high school students about generative AI: Cases of teacher lesson design," The Journal of Educational Research, Taylor & Francis Journals, vol. 118(6), pages 736-751, November.
    • Handle: RePEc:taf:vjerxx:v:118:y:2025:i:6:p:736-751
    DOI: 10.1080/00220671.2025.2510415
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