Keep governance of teacher-AI design processes with teachers¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The review recommends that control over AI-supported instructional design must stay with teachers rather than defaulting to AI outputs. It states that "a deeper implication of this review is that the governance of design processes must remain with teachers." Teachers must retain control over pedagogical aims and the contextual and cultural appropriateness of AI-generated outputs, whether working with structured assistants or generative co-partners, acting as critical evaluators rather than passive implementers of machine suggestions.

Design Implications¶

Context¶

Requirements¶

• Teachers must act as critical evaluators of AI suggestions, retaining control over pedagogical aims and contextual and cultural appropriateness of outputs

Constraints¶

• Over-reliance on AI-generated structures without sufficient intervention can make instructional design a reactive process prioritizing efficiency over epistemic integrity

Target Learners¶

• K-12 and higher education teachers designing learning tasks with AI

Target Learning Goals¶

• Maintaining pedagogical control and epistemic integrity in AI-supported task design

Related Strategies¶

• Build educator AI literacy and pedagogical competence alongside student critical engagement with AI-generated content

Examples¶

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Key Sources¶

• Zongran Wang, Liu Mingzhuo & A.Y.M. Atiquil Islam. (2026). Reimagining teacher-AI co-design in learning task design: trends and perspectives. HUMANITIES AND SOCIAL SCIENCES COMMUNICATIONS. https://doi.org/10.1057/s41599-026-06981-y