International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Exploring the Integration of AI in Interactive Lesson Planning: A Study of Delhi NCR Teachers

Author(s) Dr. Karthikeyan Institute of Education Amity U P
Country India
Abstract This study explores the integration of Artificial Intelligence (AI) tools in lesson planning and interactive teaching practices among educators in Delhi NCR. With the rapid advancement of AI technologies in education, understanding the factors influencing teacher adoption is essential. The study employed a quantitative research design using a structured Google Form survey, targeting 100 participants across various teaching levels, gender, location, and years of experience. Chi-square tests were conducted to examine the association between demographic variables and AI usage, while regression analysis assessed the predictive influence of teaching experience and digital access on interest in different AI tools such as chatbots, AR/VR, gamification, and adaptive learning. Key findings revealed that teaching experience was the strongest predictor of AI interest, followed by teaching level and location. Urban teachers showed significantly higher engagement with AR/VR and adaptive tools due to better infrastructure, while higher education faculty preferred immersive and content-creation tools. Interestingly, gender had no significant influence on AI adoption, indicating equitable access across male and female educators. The study underscores the need for targeted professional development programs aligned with teaching levels and regional digital infrastructure. It calls for inclusive AI policies that prioritize both seasoned and early-career teachers while bridging urban–rural disparities in AI integration
Keywords Artificial Intelligence in Education, Interactive Lesson Planning, AI Tool Adoption, Teaching Experience and Educational Technology
Field Computer > Artificial Intelligence / Simulation / Virtual Reality
Published In Volume 7, Issue 4, July-August 2025
Published On 2025-07-05
DOI https://doi.org/10.36948/ijfmr.2025.v07i04.50181
Short DOI https://doi.org/g9s9dm
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