Teachers’ experiences with generative AI for lesson planning: A qualitative study in Sindh, Pakistan

This Qualitative descriptive study explored how 15 in service Junior Elementary School teachers (JESTs) at Government Higher Secondary School Dad Laghari, Sindh, Pakistan, described their familiarity and use of artificial intelligence (GenAI) for lesson planning, perceived benefits and challenges, and professional learning and support needs. Participants provided written English responses to five open ended questions and profile information. Responses were analyzed using reflexive thematic analysis and participant characteristics were summarized descriptively. From the study five themes were identified like Familiarity with GenAI and reported planning uses; perceived efficiency and expanded planning options; verification of generated materials for accuracy and classroom fit; integration of AI fluency with subject and pedagogical knowledge ; and collegial and institutional support. Teachers reported using GenAI to draft lesson notes, questions, activities, examples, and explanations. Thirteen reported frequent use, while two reported occasional use. Participants showed concerns about accuracy, curriculum and learner suitability, privacy and internet access and identified need for practical training, peer exchange, digital resources and school guidance. The findings highlights self reported perspective from one school; lesson plan, classroom practice and student outcomes were not assessed.