Teachers’ Lived Experiences of Using AI Tools in Curriculum Delivery: A Phenomenological Study

Abstract

Artificial Intelligence (AI) is increasingly transforming the field of education by supporting teachers in curriculum delivery, lesson planning, assessment, and instructional design. Despite the rapid integration of AI tools in educational settings, most existing research has focused on teachers’ perceptions, attitudes, and acceptance of AI technologies, with limited attention to their lived experiences in authentic classroom contexts. In particular, there is a lack of qualitative studies exploring how teachers experience the use of AI tools in their day-to-day instructional and curriculum delivery practices. This study aims to explore teachers’ lived experiences of using AI tools in curriculum delivery. A qualitative research design based on a phenomenological approach will be employed to gain in-depth understanding of teachers’ experiences. Approximately ten school teachers will be selected using purposive sampling, ensuring that participants have direct experience of integrating AI tools into their teaching practices. Data collected through structured interviews, allowing participants to provide rich and detailed accounts of their experiences and perceptions of AI use in education. The data analyzed to using thematic analysis, following a systematic process of coding and theme development. The study is expected to contribute to the existing literature by providing contextualized insights into how AI tools influence curriculum delivery in real classroom settings. Aims of the study is to inform policymakers, curriculum developers, and teacher educators about the practical implications of AI integration and the need for professional trainings for teachers.