Exploring the Impact of Generative AI on Curriculum Design and Instruction: A Study with Preservice Teachers
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Abstract
Generative Artificial Intelligence (GenAI) is transforming education by reshaping curriculum design, individualized learning, and professional collaboration. This interpretive study examines how seventy preservice teachers engaged with GenAI through structured learning experiences focused on lesson planning, content development, and reflective practice. Participants, all fourth-year PK–Grade 5 and intervention specialist candidates at the University of Dayton, completed a co-taught seminar led by methods professors in science, social studies, language arts, and mathematics. Data sources included initial reflections on GenAI’s role in education, documentation of prompt exploration, and ongoing reflections during the seminar. Thematic analysis revealed a shift in preservice teachers’ understanding from viewing GenAI as a simple lesson-planning tool to recognizing its potential for differentiation, assessment, and parent communication. Participants demonstrated increasing sophistication, ethical awareness, and confidence in using GenAI to enhance instruction. Findings indicate that intentional professional development enhances preservice teachers’ GenAI literacy and confidence, supporting thoughtful integration of emerging technologies into teaching practice. The study advocates for embedding GenAI training within teacher education programs to cultivate innovation, ethical practice, and inclusivity in future classrooms.
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