Generative Artificial Intelligence Transforms Curriculum Design

Generative artificial intelligence tools are gradually establishing themselves in the field of education, offering teachers new opportunities to enrich their teaching methods. A recent study conducted among 434 teachers in the Dominican Republic reveals that their intention to use these tools largely depends on their motivation, confidence in their skills, and perceived benefits. These elements play a key role in the effective adoption of these technologies for curriculum planning.

Teachers who perceive these tools as useful for personalizing learning, optimizing time management, or improving the quality of educational materials develop a positive attitude toward them. This perception directly influences their willingness to integrate them into their daily practice. For example, tools capable of generating texts, images, or multimedia presentations allow the creation of content tailored to the specific needs of students, making complex concepts more accessible and engaging.

Ease of use is another determining factor. When teachers find these technologies simple to master, they also judge them to be more useful. This simplicity reduces resistance and encourages wider adoption. Additionally, the enjoyment experienced while using them reinforces this dynamic: the more teachers find these tools stimulating, the more likely they are to adopt and recommend them to their colleagues.

Confidence in one’s own technical skills, known as self-efficacy, is equally important. Teachers who feel capable of solving technical problems or learning independently to use these tools perceive them as more accessible and enjoyable. This confidence promotes smoother integration into teaching activities, even in contexts where technological resources are limited.

The study also shows that behavioral intention—that is, the declared willingness to use these tools—is the main predictor of the development of digital teaching skills. In other words, the more a teacher intends to use generative artificial intelligence, the more they develop the skills to integrate it effectively into their lesson planning. This includes the ability to select, adapt, and plan the use of these tools based on educational needs.

The findings highlight that educational policies and training programs should focus on these dimensions. By strengthening motivation, self-confidence, and the perception of benefits, it is possible to promote broader and more effective adoption of these technologies. This is particularly relevant in contexts like that of the Dominican Republic, where inequalities in access to technology between urban and rural areas can represent a structural obstacle.

In practice, teachers who participate in training on educational technologies are better equipped to recognize the concrete advantages of these tools. They particularly value solutions that directly support their professional tasks, such as creating teaching materials or assessing students. Tools with intuitive interfaces and requiring little cognitive effort generate the most enthusiasm.

Finally, the study confirms that positive attitudes toward these technologies are closely linked to their effective adoption. Teachers who see generative artificial intelligence as a means to personalize learning and meet the individual needs of students are more likely to integrate it into their teaching. This acceptance contributes to digital and educational transformation, even in environments where technological constraints are significant.

Bibliography

Report Source

DOI: https://doi.org/10.1007/s11423-026-10647-6

Title: Transforming curriculum design with generative AI: a model for assessing teacher digital competence

Journal: Educational technology research and development

Publisher: Springer Science and Business Media LLC

Authors: Francisco David Guillén-Gámez; Łukasz Tomczyk; Akhmad Habibi; Bethy Linoska Díaz Vargas