The integration of generative artificial intelligence in education, particularly as a tool for personalized teacher support, opens new opportunities for educational innovation and enhancement of learning processes. Documented cases demonstrate how teachers can swiftly and effectively design varied instructional sequences and materials, implement active methodologies, and adapt classroom activities to diverse student needs.

Between 2015 and 2024, a teacher training program was developed with the primary goal of supporting the redesign of instructional sequences through the meaningful integration of digital technologies, fostering active, deep, and contextually relevant learning. This training program addresses the necessity for situated and personalized pedagogical support, transcending purely technical or theoretical approaches. It was observed that educators require support in harnessing technology's potential to facilitate collaborative activities that promote information retrieval, critical analysis, joint decision-making, and reflective socialization of knowledge.

Within this context, the AADA Chatbot emerges as a solution to provide pedagogical support for teachers in designing classroom activities. The system leverages a repository built from previously designed instructional sequences by teachers and employs generative artificial intelligence—specifically ChatGPT—to offer adaptive and personalized responses. This chatbot incorporates intelligent features, including dynamic adaptation to the teacher's profile, contextualized assistance, proactive recommendations, and automated feedback, enabling it to generate relevant instructional proposals in response to specific issues raised by users.

The design of the chatbot followed the Design Thinking methodology, enabling the precise identification of key challenges faced by teachers, including the lack of context-specific resources, difficulties in designing effective strategies, and the need for ongoing and meaningful pedagogical support.

The chatbot prototype was developed to validate three critical aspects: its capability to generate instructional sequences coherent with the technopedagogical model of the training program; the educational relevance of the proposals generated in response to real classroom challenges; and the clarity, efficiency, and perceived usefulness of user interactions.

With this comprehensive approach, the project represents an innovative educational proposal that aims to facilitate and enhance pedagogical transformation in higher education through the effective and reflective integration of active teaching strategies and digital technologies.

Keywords: Personalized Pedagogical Support, Instructional Design, Generative Artificial Intelligence.