Generative Artificial Intelligence and Lesson Planning: Implications for Teaching Practice

Abstract

Lesson planning constitutes a central axis of teaching practice, as it guides the construction of meaningful teaching–learning processes. However, the workload overload faced by secondary school teachers, together with the recent implementation of methodologies such as the Nueva Escuela Mexicana’s integrative projects, has been framed as an obstacle that affects the quality and pedagogical coherence of planning. In this context, artificial intelligence emerges as a potential support tool to streamline lesson plan preparation without replacing teachers’ pedagogical reflection. To examine the scope and limitations of this tool as support for developing lesson plans and educational materials, the study adopted a qualitative approach within the paradigm of practical action research, aiming to analyze potential support platforms, their advantages and disadvantages, and the implications of using generative artificial intelligence in teaching practice.