Implement custom AI chatbots as teacher-supported learning assistants with teacher oversight, curated databases, and AI literacy development¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends deploying domain-specific chatbots as assistants that support and relieve, not replace, teacher expertise. It states that "Ensuring sustainable implementation therefore requires teacher oversight, contemporary adaptation of the curated database to the learning group, and fostering AI literacy skills among both teachers and students". It further argues that didactic utility hinges on empowering educators to configure and customize bots to their pedagogical objectives and student needs.

Design Implications¶

Context¶

Requirements¶

• Teacher oversight of chatbot use
• Contemporary adaptation of the curated knowledge base to the learning group
• AI literacy skills among both teachers and students

Constraints¶

• Plausible but incorrect outputs cannot be eliminated despite RAG; Socratic questions may be misleading or terminology inconsistent

Target Learners¶

• secondary STEM students

Target Learning Goals¶

• safe and effective use of AI learning assistants in subject-specific instruction

Related Strategies¶

• Implement educational chatbots with human-centred design, explicit AI policies, training, curated knowledge bases and continuous monitoring

Examples¶

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Key Sources¶

• Cilia Ricarda Rücker, Sebastian Becker-Genschow. (2025). Enhancing enthusiasm for STEM education with AI: Domain-specific chatbot as personalized learning assistant. Computers and Education Open. https://doi.org/10.1016/j.caeo.2025.100315