Asian Journal of Education and Social Studies

The use of artificial intelligence (AI) in education has provided teachers with additional ways to prepare instructional materials and develop lesson plans. However, using AI in lesson planning also presents challenges, particularly in schools with limited access to technology and internet services. This study explored the lived experiences of public elementary school teachers in using AI-assisted ILAW lesson planning, focusing on the challenges they encountered, the ways they addressed these difficulties, and the support they needed to improve their use of AI. A qualitative phenomenological research design was employed to understand the experiences and perspectives of the participants. The study involved six public elementary school teachers at Catub Elementary School, located in Paddaoan, Conner, Apayao. Data were gathered through a semi-structured interview guide, which allowed the participants to share their experiences, difficulties, and suggestions regarding the use of AI in preparing ILAW lesson plans. The responses were examined and organised according to common experiences and ideas shared by the participants. The results showed that teachers considered AI a useful tool for generating lesson ideas, suggesting classroom activities, providing examples, and organising lesson content. However, they experienced difficulties related to poor internet connectivity, power interruptions, limited ICT equipment, difficulty downloading learning resources, and the need to check and revise AI-generated content. To address these concerns, teachers used alternative ways to access AI, practised writing clearer prompts, verified information using curriculum guides and other learning materials, and adjusted suggested activities to suit their pupils' abilities and available resources. The participants also expressed the need for practical AI training, reliable internet access, adequate ICT equipment, and continuous technical support. The study concludes that AI can assist teachers in lesson preparation, but its effective use still depends on teachers' knowledge, professional judgement, and understanding of their learners. It is therefore recommended that schools provide relevant training, improve access to ICT resources, and encourage teachers to share experiences and good practices in using AI responsibly.