Impact of ChatGPT on Micro-Curricular Planning for Elementary Education Teachers

Abstract

ChatGPT is a tool with the potential to transform pedagogical practice. This study aimed to analyze the impact of ChatGPT on the micro-curricular planning of Basic General Education teachers in order to reduce planning time. A mixed-methods research design was implemented, combining a longitudinal pre-experimental quantitative study with surveys and an analytic rubric, and a qualitative component consisting of semi-structured interviews and focus groups. The sample consisted of 60 teachers from private educational institutions in the city of Quito. The evaluation phase results indicated a significant reduction in the time dedicated to planning, as well as a noticeable improvement in the quality and diversity of lesson plans. The qualitative analysis revealed that teachers perceive ChatGPT as an ally that enables them to focus their time and energy on more creative tasks and on student interaction, instead of on the burden of planning. It is concluded that ChatGPT, when used with appropriate pedagogical training, can be a catalyst for educational innovation, although its successful implementation depends on overcoming barriers such as the lack of specialized training and the risk of technological dependence without didactic reflection.