Jasper M. Del Valle

Faculty of San Pablo City Integrated High School - San Pablo City, Philippines

DOI : https://doi.org/10.58806/ijsshmr.2025.v4i7n02

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ABSTRACT

The study investigates the viewpoints of English pre-service teachers on the integration of generative artificial intelligence (AI) in lesson plan development. Employing a qualitative case study design, five purposively selected pre-service teachers participated in in-depth interviews guided by a researcher-developed protocol. The study aimed to uncover the perceived strengths, weaknesses, opportunities, and challenges (SWOC) associated with using generative AI tools in the context of lesson planning. Findings revealed that participants appreciated AI’s ability to streamline the planning process by offering quick access to information, generating clear objectives, and suggesting creative and engaging activities. However, concerns were raised regarding the accuracy and relevance of AI-generated content, overreliance on technology, and reduced opportunities for pedagogical reflection. Opportunities identified included enhanced creativity, time efficiency, and the potential for interactive and adaptive lesson components. Conversely, challenges such as limited access to AI tools, the need for content refinement, and contextual misalignment were noted. The findings were used towards a proposed protocol for the ethical and effective integration of generative AI in lesson planning.

KEYWORDS:

Artificial Intelligence, English Pre-service Teachers, Generative AI Tools, Lesson Plan Development, SWOC Analysis

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VOlUME 04 ISSUE 07 JULY 2025