COGNITIVE AND TECHNOLOGICAL ASPECTS OF USING ARTIFICIAL INTELLIGENCE IN LESSON PLANNING

Abstract

The article examines the cognitive and technological aspects of using generative artificial intelligence (AI) in lesson planning. The relevance of the topic stems from the systematic difficulties teachers face when transforming a curriculum objective into a specific lesson objective, formulating assessment descriptors, and selecting differentiated tasks. The aim of the study is to theoretically substantiate and practically describe a three-step algorithm for using Google Gemini that maintains didactic alignment between the curriculum objective, lesson objective, descriptor, and task. The study follows a qualitative-analytical design: it re-analyses the aggregated results of a published online survey of 300 school teachers presented in the methodological recommendations of the Y. Altynsarin National Academy of Education; the proposed algorithm is grounded in the TPACK model and the UNESCO AI competency framework for teachers; and the materials generated by Gemini were verified by three independent experts against six criteria on a 0–2 point scale. The analysis showed that, for the surveyed teachers, formulating lesson objectives on the basis of curriculum objectives is among the most difficult stages of planning (22.2%). To reduce this difficulty, the study proposes an «objective – descriptor – task» algorithm, the components of pedagogical prompting, and a rubric for verifying AI-generated outputs. The scientific novelty lies in clarifying pedagogical prompting as a professional didactic skill at the intersection of technological, pedagogical, and content knowledge. The practical significance consists in applying the proposed algorithm and rubric in teacher professional development and methodological support.