Co-creating Knowledge with GenAI: Shared Epistemic Agency and Critical AI Literacy in K-12 Lesson Planning

• In Event: Rethinking Teacher–AI Partnerships in Lesson Planning and Assessment

Abstract

This study examines how K-12 teachers engage in shared epistemic agency with generative AI tools during the co-construction of AI-integrated lesson plans. Using a mixed-methods design, we analyzed data from 36 in-service teachers enrolled in a graduate-level course. Data sources included pre- and post-surveys on AI literacy, 36 lesson plans, and 332 teacher-AI interaction episodes across 68 chatlogs. Paired t-tests showed significant gains in AI literacy. Rubric-based evaluation scored instructional quality, GenAI integration, and epistemic agency, revealing strong positive correlations among these dimensions. Teachers who positioned AI as a collaborative partner tended to produce more redefined and inquiry-driven learning tasks. The findings underscore how intentional, reflective use of GenAI can enhance teachers’ instructional design and agency.

Authors

• Yingru Zhao, University at Albany - SUNY

• Jaesung Park, University at Albany - SUNY

• Devan Walton, University at Albany - SUNY

• Haesol Bae, University at Albany - SUNY

• Dongni Guo, University at Albany - SUNY