Teacher-AI Collaboration for Curating and Customizing Lesson Plans in Low-Resource Schools

• URL: http://arxiv.org/abs/2507.00456v1
• Date: Tue, 01 Jul 2025 06:14:25 GMT
• Title: Teacher-AI Collaboration for Curating and Customizing Lesson Plans in Low-Resource Schools
• Authors: Deepak Varuvel Dennison, Bakhtawar Ahtisham, Kavyansh Chourasia, Nirmit Arora, Rahul Singh, Rene F. Kizilcec, Akshay Nambi, Tanuja Ganu, Aditya Vashistha,
• Abstract summary: This study investigates Shiksha copilot, an AI-assisted lesson planning tool deployed in government schools across Karnataka, India.<n>The system combined LLMs and human expertise through a structured process in which English and Kannada lesson plans were co-created by curators and AI.<n>We examine how educators collaborate with AI to generate context-sensitive lesson plans, assess the quality of AI-generated content, and analyze shifts in teaching practices.
• Score: 11.035761502788727
• License: http://creativecommons.org/licenses/by-sa/4.0/
• Abstract: This study investigates Shiksha copilot, an AI-assisted lesson planning tool deployed in government schools across Karnataka, India. The system combined LLMs and human expertise through a structured process in which English and Kannada lesson plans were co-created by curators and AI; teachers then further customized these curated plans for their classrooms using their own expertise alongside AI support. Drawing on a large-scale mixed-methods study involving 1,043 teachers and 23 curators, we examine how educators collaborate with AI to generate context-sensitive lesson plans, assess the quality of AI-generated content, and analyze shifts in teaching practices within multilingual, low-resource environments. Our findings show that teachers used Shiksha copilot both to meet administrative documentation needs and to support their teaching. The tool eased bureaucratic workload, reduced lesson planning time, and lowered teaching-related stress, while promoting a shift toward activity-based pedagogy. However, systemic challenges such as staffing shortages and administrative demands constrained broader pedagogical change. We frame these findings through the lenses of teacher-AI collaboration and communities of practice to examine the effective integration of AI tools in teaching. Finally, we propose design directions for future teacher-centered EdTech, particularly in multilingual and Global South contexts.

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