Generative AI in teaching: How AI literacy and AI-generated lesson design shape teachers’ classroom implementation strategies

Ahmed Dahri, Nisar and Hussain, Akhtar and Md Fauadi, Muhammad Hafidz Fazli and Amjad, Amjad Islam and Soomro, Raheem Bux (2026) Generative AI in teaching: How AI literacy and AI-generated lesson design shape teachers’ classroom implementation strategies. Information and Software Technology, 199. pp. 1-13. ISSN 0950-5849

Text 0285810082026215143.pdf Download (3MB)

Abstract

Context: The rapid integration of generative artificial intelligence (AI) into education has created new possibilities for supporting teachers’ instructional planning and classroom practices. While prior research has largely focused on students’ AI use in higher education, limited empirical evidence explains how schoolteachers’ AIrelated capabilities translate into effective lesson design and implementation, particularly in developing regions such as Sindh, Pakistan. Objectives: Grounded in the Technology Acceptance Model (TAM) and Social Cognitive Theory (SCT), this study aims to examine how teachers’ AI literacy (AIL) influences AI-generated lesson design (AILD) and lesson implementation strategies (LIS), as well as to test the mediating role of AILD and the moderating role of teachers’ AI self-efficacy (TAISE). Methods: A quantitative, cross-sectional survey design was employed. Data were collected from 300 government schoolteachers in Sindh, Pakistan, all of whom had completed formal training on AI-based lesson planning tools. Partial least squares structural equation modelling (PLS-SEM) was used to assess the measurement and structural models. Mediation and moderation effects were further validated using SmartPLS and Jamovi. Results: The findings indicate that AI literacy significantly and positively predicts AI-generated lesson design, which in turn has a strong positive effect on teachers’ lesson implementation strategies. AI-generated lesson design partially mediates the relationship between AI literacy and lesson implementation, highlighting pedagogical design as a key mechanism linking AI competence to classroom practice. Teachers’ AI self-efficacy shows a significant direct effect on AI-generated lesson design; however, its moderating effect on the AI literacy–lesson design relationship is not supported. Conclusion: This study extends TAM and SCT to the context of generative AI–enabled teaching in school education. The results underscore the importance of strengthening teachers’ AI literacy and pedagogical design skills through structured training and policy support to ensure sustainable and effective AI integration in classrooms.

Item Type:	Article
Uncontrolled Keywords:	Artificial intelligence literacy, Generative ai in teaching, AI-generated lesson design, Lesson implementation strategies, Teacher self-efficacy, TAM
Divisions:	Faculty of Artificial Intelligence and Cyber Security
Depositing User:	Sabariah Ismail
Date Deposited:	04 Sep 2026 01:01
Last Modified:	04 Sep 2026 01:01
URI:	http://eprints.utem.edu.my/id/eprint/30390
Statistic Details:	View Download Statistic

Actions (login required)

View Item