An AI-Driven Pedagogical Framework for Integrating Chatgpt Into Primary School Teaching Practices: Enhancing Instructional Effectiveness and Classroom Engagement

Abstract

The rapid integration of artificial intelligence (AI) into education has redefined pedagogical practices, particularly through conversational agents such as ChatGPT. This study develops and analyzes an AI-driven pedagogical framework for integrating ChatGPT into primary school teaching to enhance instructional effectiveness and classroom engagement. Drawing upon recent scholarly debates on AI in education, the study synthesizes perspectives on teacher substitution concerns, academic integrity, and learner-centered AI adoption (Ausat et al., 2023; King & ChatGPT, 2023). The research adopts a conceptual-analytical methodology to construct a structured framework that aligns ChatGPT functionalities with pedagogical objectives such as differentiated instruction, formative assessment, and interactive learning support. Findings indicate that ChatGPT can augment, but not replace, teacher roles by acting as a cognitive assistant that supports lesson planning, real-time explanation, and student feedback. However, limitations include risks of dependency, misinformation, and reduced critical thinking if improperly implemented (Rudolph et al., 2023). The study further highlights ethical and methodological concerns regarding AI-generated academic content in educational environments, emphasizing responsible use guidelines (Tate et al., 2023). The proposed framework contributes to emerging discourse on AI-enabled education systems and provides actionable insights for educators, curriculum designers, and policymakers.