Teachers perceived the co-design process as beneficial for collaboration, ownership, professional development, and material quality¶
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Evidence · 1 study · designr2·q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
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q2 i? In focus groups, 84% of teacher participants (21 of 25) confirmed the co-design approach was significant regarding interaction with colleagues and researchers, and 88% (22 of 25) said involvement developed their skills and knowledge about AI for learning. → Kosmas 2025
Evidence¶
Kosmas 2025¶
Kosmas, P., Nisiforou, E. A., Kounnapi, E., Sophocleous, S., & Theophanous, G. (2025). Integrating artificial intelligence in literacy lessons for elementary classrooms: a co-design approach. Education Tech Research Dev (2025) 73:2589–2615. https://doi.org/10.1007/s11423-025-10492-z
q2 · i? · design · r2
Qualitative analysis of teacher focus groups (n = 25, coded per Saldaña 2009) after a six-hour co-design workshop. Teachers reported that "the co-design approach to developing AI-integrated educational material was significant", with 84% (21) citing interaction with colleagues and researchers, 88% (22) citing professional development, 60% (15) ownership, and 72% (18) material quality.
"the co-design approach to developing AI-integrated educational material was significant, especially regarding interaction with colleagues and researchers in the field (84% of teacher participants, a total of 21)"
Discussion¶
Related Claims¶
- The article argues the durability of the WSS co-design approach depends on institutionalizing authentic engagement as core practice, not a one-time initiative — related
- Deeper co-leadership emerges when staff support lets partners progressively take on responsibility, but recedes when staff carry the process — related
- Interviewed teachers cite poor AI output quality and risks to students' cognitive engagement as main obstacles, and subject-specific use cases as their top professional-development need — related
- Ownership and learner community development are positively correlated with learner perceptions (r = 0.6064 and r = 0.64153) — related
- Staff reported extremely positive perceptions of CtG professional development and collaboration — related
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