Reflections on AI use for instruction and learning

Reflections on AI use for instruction and learning

by Omaya Grati -

Overall, I feel positively cautious about the use of AI in education and research. As regards its role in ELT, I strongly believe that GenAI could yield positive outcomes, as it may facilitate personalized learning, boost critical thinking skills, and assist educators in designing instructional tasks. As stated in the article Integrating Generative Artificial Intelligence in K-12 Education: Examining Teachers' Preparedness, Practices, and Barriers, GenAI could enhance learner engagement and help create differentiated instruction that caters to all learners. Nonetheless, there are some concerns associated with the unethical use of AI, especially plagiarism and overreliance on AI tools. Henceforth, I strongly believe that AI should be viewed as an auxiliary tool rather than a substitute to teachers.  

With respect to course development, GenAI can be quite useful in lesson design, evaluation, and adaptation as well as in generating appropriate teaching materials. For instance, the study at hand highlights that teachers used GenAI mostly for lesson design, grading, and administrative tasks but not for classroom instruction. I believe that GenAI, when used effectively, can help teachers become more flexible, productive, and innovative. Nonetheless, when it comes to evaluation and adaptation of content, teachers should play the biggest part

As for my colleagues, their attitudes towards the use of AI for instruction and learning vary. While most novice or mid-career colleagues are willing to explore different tools related to AI that can save their time while lesson planning and generating some new interesting teaching materials, others remain skeptical about AI use, as they are concerned with issues related to plagiarism and reduced analytical and critical thinking skills. These problems are also addressed in the article mentioned below.

The most suitable article is the following one:

Cheah, Y. H., Lu, J., & Kim, J. (2025). Integrating generative artificial intelligence in K-12 education: Examining teachers' preparedness, practices, and barriers. Computers and Education: Artificial Intelligence.

Link: https://doi.org/10.1016/j.caeai.2025.100363

Reflections on AI use for instruction and learning

by Dr. Nellie Deutsch -

Hi Omaya,

Your perspective on finding a balance between the innovative potential of GenAI and the necessity of human-led evaluation is very grounded. It is interesting to see your focus on the shift toward personalized learning and differentiated instruction. In the context of English Language Teaching (ELT), the ability to tailor materials to various proficiency levels and learning styles is a significant advantage that can help make our classrooms more inclusive.

The distinction you make between using AI for administrative or design tasks versus direct classroom instruction is a crucial one. It aligns with the idea that while technology can streamline our productivity and handle the heavy lifting of lesson preparation, the pedagogical "heart" of the lesson—the actual interaction and real-time adaptation—remains a uniquely human skill. Your point that teachers must play the lead role in evaluating and adapting content is vital for maintaining the academic integrity of the materials we provide to our students.

It is also quite common to see the mixed reactions among colleagues that you described. The divide between those eager to save time and those concerned about the erosion of critical thinking skills is a central debate in our field right now. Addressing these concerns, particularly regarding plagiarism and overreliance, requires exactly the kind of "auxiliary tool" mindset you mentioned. By treating AI as a support system rather than a replacement, we can model responsible use for our students.

The study by Cheah, Lu, and Kim provides an excellent framework for understanding these barriers to entry. It reminds us that preparedness is not just about technical skill, but also about the ethical and practical frameworks we build around these tools. In our own work with educators, focusing on these specific practices—lesson design and administrative efficiency—can often be the best way to introduce skeptical colleagues to the benefits of AI without compromising their educational values.