This paper reports on a two-year investigation (2023–2024) into the use of Artificial Intelligence (AI) as a “team member” in educational design activities. The central goal of our research was to determine how school teachers, across various subjects, perceive the practicality and advantages of AI systems that collaborate with them in creating lessons, learning materials, and student support. Rather than viewing AI as a solitary tool or tutor, we positioned it as a co-creator, capable of providing real-time suggestions and resources that complement teachers’ own expertise. By moving away from a “technology-as-a-service” paradigm toward “technology-as-a-team-member”, we highlight new possibilities for teacher empowerment, improved teaching sustainability and stronger curricular coherence.

In the study, conducted throughout 2023 and 2024, we gathered data from a relevant sample of primary, lower-secondary and higher-secondary educators involved in a teacher training program, who were tasked to integrate an LLM (Large Language Model) as a team member in their lesson-planning processes. The participants were granted access to ChatGPT with the instruction to interact with it as it was a team member, keeping it in the loop of the conversation and taking into account its feedback. To capture teachers’ experiences and attitudes, we employed a mixed-methods design—combining surveys, reflective journals, moderated discussions, and assessment of final designs—allowing us to document initial reactions to these AI-enabled supports and examine the potential for AI to become a reliable “collegiate” companion.

Preliminary analyses identified a few key trends and teacher feedback, which will be presented in this paper. Many teachers reported relief at the time saved in searching for and preparing materials. They also noted how AI suggestions sometimes inspired more innovative lesson ideas or addressed pedagogical needs they might not have otherwise considered. However, issues of power dynamics, potential biases, limited accountability, and the “black box” nature of AI decision-making emerged, raising important questions about professional development and the design of AI systems that align with educational values. Participants underscored the need for solid AI literacy, clear guidance, and accessible training resources to help teachers feel comfortable working alongside AI “colleagues”. This study illustrates the gradual, if cautious, acceptance of AI as a helpful collaborator in everyday teaching. While not a universal solution, AI’s support can mitigate time constraints, spark pedagogical innovation, and foster deeper methodological and technological understanding—provided teachers remain firmly in control of decision-making and use a critical-dialogical approach. Further research is needed to enhance AI transparency, expand teachers’ pedagogical agency, and examine longer-term outcomes. This work aligns with existing literature suggesting increasing teacher openness to AI integration, and it highlights key design and policy considerations as AI continues to make inroads into primary, secondary and higher education.

Keywords: Artificial Intelligence (AI), Educational Design, Teacher Perspectives, AI-Teacher Collaboration, Primary Education, Secondary Education, Pedagogical Innovation, Technology Integration, Professional Development.