A teacher training program on ChatGPT-supported design thinking (CSDT) model for lesson development for mathematics teachers

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ID: 287498
2025
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Abstract
As the Philippines transitions toward the vision of Society 5.0 and Education 5.0—where advanced technologies and human-centered approaches work together—there is an increasing need to prepare teachers for this transformation. Education 5.0 promotes student-centered, technology-enhanced instruction that emphasizes creativity, adaptability, and real-world readiness. To support this shift, teachers must not only access AI tools but also develop the skills to use them responsibly and effectively in lesson planning. This study responds to that need by combining Design Thinking (DT) with artificial intelligence particularly ChatGPT to improve mathematics lesson design. It aimed to: (1) design a professional training workshop on the CSDT Model, (2) examine the lesson planning process using the model, (3) propose a structured design process for lesson development, and (4) evaluate the implementation of CSDT-based lessons. Five Grade 9 mathematics teachers were trained using a workshop based on Darling-Hammond’s principles and explored the use of ChatGPT across all phases of the DT process, helping define the core functions of the CSDT Model. Teachers identified both pedagogical benefits and implementation considerations, such as time constraints and resource limitations. These were addressed through practical strategies to improve AI integration. Expert validation by 10 mathematics teachers, all of whom were at least master’s degree holders, confirmed the model’s relevance (0.96), clarity (0.88), appropriateness (0.90), and usability (0.86), yielding an overall content validity index of 0.90. These experts also evaluated the lesson plans and praised their quality and curriculum alignment. Students showed strong engagement during implementation—especially with game-based and culturally relevant activities—based on the observation of two sections and interviews with 10 students, but their conceptual understanding varied. This highlights the need for continued scaffolding and support to ensure that engagement leads to deeper learning. While the lesson plans developed through the CSDT Model and the model itself demonstrated strong potential, contextual considerations such as resource availability, teacher workload, and training support must be addressed to ensure meaningful and sustainable adoption.
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persistent_1760661776_68f19110e6808 Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Gagaza, Melinda A.
Journal Malay Journal
Year 2025
DOI
DOI not found
URL
https://animorepository.dlsu.edu.ph/etdd_scied/52
Keywords Keywords not found

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