Artificial Intelligence Tools Are Coming to the Aid of Teachers

Artificial intelligence is no longer a subject limited to technology companies and computer specialists. Intelligent chatbots and tools that generate text, images and presentations are now available to ordinary users, including teachers.

The rapid expansion of these tools has encouraged education systems to examine their potential benefits, limitations and responsible use in teaching and learning.

International guidance increasingly recognizes the growing role of generative AI in education. UNESCO’s AI competency framework for teachers, for example, emphasizes foundational knowledge, educational application, ethics, a human-centred approach and continuous professional learning.

How can artificial intelligence support teachers?

Artificial intelligence can make some time-consuming teaching tasks easier, but it should not replace teachers’ professional judgment, classroom experience, knowledge of students or responsibility for educational decisions.

1. Supporting lesson planning

Preparing an effective lesson plan requires time, knowledge of the curriculum, clear learning objectives, suitable activities and an appropriate assessment method.

A teacher can provide an AI tool with information such as the subject, grade, topic, lesson duration and available resources, and ask it to produce an initial lesson-plan draft.

Artificial intelligence can suggest:

• learning objectives;
• an opening activity;
• ways to explain the topic;
• individual or group work;
• classroom questions;
• an end-of-lesson assessment;
• homework;
• required teaching materials.

The result should be treated only as a starting point. The teacher must assess whether the lesson is consistent with the curriculum, suitable for students’ level, realistic within the available time and appropriate for the classroom context.

AI tools can generate lesson plans, but the quality of their output is not always consistent. Without active teacher involvement, the proposed lesson may fail to address students’ needs, individual differences or sound instructional principles.

2. Developing educational materials

Teachers can use artificial intelligence to prepare first drafts of different learning materials, including:

• summaries of topics;
• simplified texts for students;
• additional examples;
• educational stories;
• multiple-choice questions;
• classroom exercises;
• revision cards;
• checklists;
• slide or presentation content;
• group-activity scenarios.

A teacher can also ask an AI tool to explain a difficult concept in simpler language, through an everyday example or in several different ways.

This can be useful when students have different learning levels and preferences. However, AI-generated content may include incorrect information, unsuitable examples or superficial explanations. No material should therefore be given directly to students without teacher review.

3. Designing questions and assessments

Artificial intelligence can support the preparation of different forms of assessment, such as:

• open-ended questions;
• multiple-choice questions;
• true-or-false questions;
• problem-solving exercises;
• critical-thinking questions;
• assessment rubrics;
• entry and exit assessments.

Teachers may ask the tool to organize questions by level of difficulty, learning objective or students’ different abilities.

The answers and options must still be checked carefully. AI tools sometimes generate incorrect answers, unclear options or questions that do not match the lesson objective.

4. Adapting content for different learners

Students in one classroom may differ in reading ability, prior knowledge, language and learning needs.

Artificial intelligence may help a teacher to:

• simplify a text;
• create shorter or more detailed versions;
• explain difficult terms;
• suggest alternative activities;
• adjust content for different learning levels;
• prepare remedial or advanced exercises.

AI may also offer useful possibilities for inclusive education and students with additional learning needs. However, its use should be based on evidence, accessibility, safety and professional responsibility.

5. Supporting writing and editing

Teachers often spend significant time writing reports, announcements, letters, activity descriptions and messages for colleagues or parents.

AI tools may assist with the preparation and editing of:

• formal letters;
• spelling and language corrections;
• shorter versions of long texts;
• changes in tone;
• announcements;
• activity reports;
• meeting summaries;
• first-draft translations.

AI-generated translations and edits should still be reviewed by someone proficient in the relevant language, particularly in Dari and Pashto, where educational terminology and sentence structures may not always sound natural.

6. Generating ideas for classroom activities

Teachers may understand a lesson topic well but still need fresh ideas for an engaging and practical activity.

Artificial intelligence can suggest activities based on students’ age, class size, lesson duration and available resources, including:

• educational games requiring few or no costly materials;
• group discussions;
• practical activities;
• role plays;
• short projects;
• opening questions;
• collaborative exercises;
• activities suitable for large classes.

In the Afghan context, teachers should explain relevant constraints in their prompts, such as limited internet access, lack of equipment, crowded classrooms or short lesson periods. This makes the suggestions more realistic and useful.

7. Supporting teachers’ professional development

Teachers may also use artificial intelligence for their own learning by asking it to:

• explain a teaching method;
• compare two educational approaches;
• suggest learning resources;
• help create a professional learning plan;
• support language practice;
• provide initial feedback on a lesson plan;
• guide reflection on a classroom challenge.

UNESCO’s teacher AI competency framework identifies professional learning and development as an important area of AI use, while emphasizing that control and final decision-making must remain with people.

What cannot artificial intelligence replace?

Despite its capabilities, artificial intelligence cannot replace teachers’ direct experience or their understanding of students.

Teachers are better placed than any tool to know:

• what prior knowledge students have;
• which explanation they are likely to understand;
• which activity is culturally and contextually appropriate;
• who requires additional support;
• which subjects may be sensitive;
• when the teaching approach needs to change.

Artificial intelligence does not possess human empathy, ethical responsibility, deep local knowledge or the relationship that develops between teachers and students. Its proper role is to support teachers, not replace them.

Important risks and limitations

Incorrect information

AI tools may produce incorrect answers, inaccurate facts or non-existent references. A confident and well-structured response is not evidence that the content is correct.

Protection of personal information

Teachers should never enter students’ names, photographs, grades, family circumstances, health information or other personal details into public AI tools.

The rapid development of AI has moved faster than regulation in many countries, making privacy and data protection continuing concerns.

Bias and inappropriate content

AI outputs may reflect unbalanced datasets or cultural assumptions. Teachers should review content for respect, inclusion, gender sensitivity, disability inclusion, language and local relevance.

Excessive dependence

If a teacher delegates all intellectual work to an AI tool, professional judgment and creativity may weaken over time. Artificial intelligence should strengthen teachers’ work, not remove the need for thinking and responsibility.

Copyright

The fact that a text or image was produced using AI does not automatically mean that it can be used freely in every situation. Teachers should consider image sources, platform conditions and copyright obligations.

How can teachers use artificial intelligence responsibly?

A simple and responsible process can include the following steps:

1. Clarify the purpose: Decide whether you need help with a lesson plan, exercise, summary or idea.
2. Provide sufficient context: Explain the grade, subject, students’ age, available time, resources and learning objective.
3. Do not enter personal information: Remove students’ names and identifying details.
4. Review the output: Check facts, answers, examples and language.
5. Adapt it to the classroom: Do not use the tool’s suggestions without modification.
6. Verify sources: Check every statistic, claim and reference separately.
7. Make the final decision yourself: Educational responsibility remains with the teacher.

Example prompt for preparing a lesson plan

Instead of giving the tool a very short instruction, a teacher could write:

Prepare a 45-minute science lesson plan for Grade 6 on the water cycle. Include learning objectives, an opening activity, an explanation of the topic, group work, a final assessment and homework. The class has 35 students, and there is no internet or projector. Activities must be possible using only paper, pens and a board. Treat this as an initial draft, and indicate that all scientific claims must be checked by the teacher.

The more accurate and relevant the information provided, the greater the likelihood of receiving a useful response.

A new opportunity for teachers in Afghanistan

Artificial intelligence may create valuable opportunities for teachers in Afghanistan, particularly where learning materials are limited, access to in-person training is restricted and teachers need varied educational resources.

However, unequal internet access, language barriers, digital literacy, the cost of some tools and data protection remain important challenges.

For this reason, teacher training in artificial intelligence should not focus only on how to operate a tool. Teachers also need to learn how to assess AI-generated content, identify errors, protect information and use technology in support of educational goals.

Conclusion

Artificial intelligence can help teachers prepare lesson plans, develop learning materials, design assessments, simplify texts, generate activity ideas and support professional learning.

These tools may save time and offer a wider range of suggestions, but the quality of the outcome depends on how teachers use them.

The future of education will not be shaped by removing teachers, but by strengthening their role. The most effective use of artificial intelligence occurs when technology increases speed and expands possibilities while teachers remain responsible for selection, verification, adaptation and final decisions.