Conditions and factors underlying teachers’ co-creation for adaptivity in lesson design: a scoping review study

The need for adaptivity in lesson design and the construction of educational lessons has increased since the introduction and use of Artificial Intelligence in Education (AIEd), such as ChatGPT, in curriculum and lesson design. AIEd requests a more tailored pedagogical approach in curriculum and lesson design, which may be supported by co-creation among teachers. This review study answers the research question: What are the personal factors, conditions, and process factors of co-creation that stimulate adaptivity in lesson design? PRISMA-SCR and Natural Language Processing (NLP) techniques were used to analyze data. The personal factors identified were Teachers’ beliefs and their knowledge of technology in lesson design. The conditions required, include Collective engagement, Group formation, and Designing with students. The process factors of Co-creation that turned up were Integration and creation, Collective idea development, Dialogue and inquiry, Shared vision, Collective action, and Reflection on process and results. The NLP analysis identified five distinct in-depth topics: Online Collaborative Learning Design, Teacher professional development and research, Knowledge construction in practice, Creative and collaborative learning, and Educational design and teacher development. Co-creation, influenced by indivdual factors, contextual conditions, and processes elements, necessitates attention to group forming and educational design to effectively develop education collaboratively.