Examining the Role of Prompt Engineering in Utilizing Generative AI Tools for Lesson Planning: Insights From Teachers’ Experiences and Perceptions
Areej ElSayary, Mohammad Amin Kuhail, Zeina Hojeij
Abstract
The purpose of this study is to explore the role of prompt engineering in utilizing GenAI tools like EduAid, Magic School, and ChatGPT to enhance lesson planning efficiency and content relevance. Additionally, it highlights the need for AI literacy and continuous professional development to align AI outputs with diverse student needs. A qualitative case study was used to collect data from 17 high school teachers from private and governmental schools. Document analysis, written reflections, and focus group talks were used as data sources to get detailed information about how the teachers used and thought about GenAI tools. The results show that effective prompts helped teachers use GenAI tools better, which makes lesson planning and material more relevant. Teachers emphasized that AI‐generated material needed to be constantly improved to better meet the needs of all of their students. This study highlights the importance of developing AI literacy through continuous professional training to effectively enable teachers to integrate AI tools into their teaching practices.