Generative AI tools as educators’ assistants: Designing and implementing inquiry-based lesson plans

Abstract

This study investigates the integration of Generative AI (GenAI) tools into educational practices, specifically focusing on the design of Inquiry-Based Learning (IBL) lesson plans. Based on a particular IBL framework that synthesizes the core attributes of IBL by combining the strengths of various models, the study explores educators' potential utilization of GenAI tools across the framework's phases. Among other capabilities, GenAI tools were examined for their support in content creation, assessment and feedback processes, as well as in the design of learning activities and lesson plans. This examination informed the classification of GenAI tools in this study, organizing them according to their potential utility for educators. These groups and subgroups of tools were then aligned with each phase of the IBL framework, demonstrating their role in achieving the objectives of each phase. Several practical examples across different grade levels and disciplines were also provided to highlight their prospective use. The systematic classification of GenAI tools introduced in this study fills a notable gap in the literature, thus making a valuable contribution to the field of GenAI in education. Additionally, by demonstrating how this classification can be applied as educators craft and deliver IBL lesson plans, the study further contributes by providing guidance on the effective use of these tools in real-world educational contexts.

Keywords

• Generative AI
• Inquiry-based learning
• Educational practices
• Educator support
• Lesson plan