When teachers rely on commonly used artificial intelligence chatbots to devise lesson plans, it does not result in more engaging, immersive or effective learning experiences compared with existing techniques, we found in our recent study. The AI-generated civics lesson plans we analyzed also left out opportunities for students to explore the stories and experiences of traditionally marginalized people.

The allure of generative AI as a teaching aid has caught the attention of educators. A Gallup survey from September 2025 found that 60% of K-12 teachers are already using AI in their work, with the most common reported use being teaching preparation and lesson planning.

Without the assistance of AI, teachers might spend hours every week crafting lessons for their students. With AI, time-stretched teachers can generate detailed lesson plans featuring learning objectives, materials, activities, assessments, extension activities and homework tasks in a matter of seconds.

However, generative AI tools such as ChatGPT, Gemini and Copilot were not originally built with educators in mind. Instead, these tools were trained on huge amounts of text and media drawn largely from across the internet and then launched as general-purpose chatbots.

As we started using these tools in our practice as educators, we noticed they often produced instructional materials and lessons that echoed the “recite and recall” model of traditional schooling. This model can be effective for memorizing basic facts, but it often fails to engage students in the active learning required to become informed citizens. We wondered whether teachers should be using these general-purpose chatbots to prepare for class.

For our research, we began collecting and analyzing........

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