International Journal For Multidisciplinary Research

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From Principles to Practice: The Plan-Generate-Verify-Adapt (PGVA) Framework for AI Integration in Luganda Language Instruction

Author(s) Mr. Teresphorus Louis Kakinda, Dr. Mathias Bwanika Mulumba, Prof. Fred Masagazi Masaazi, Dr. Edward Masembe
Country Uganda
Abstract The integration of artificial intelligence in indigenous language education requires systematic pedagogical frameworks that translate theoretical knowledge into practical implementation. This study developed and validated the Plan-Generate-Verify-Adapt (PGVA) framework, an empirically-grounded operational structure guiding AI-chatbot integration in competency-based indigenous language grammar instruction. Using Design-Based Research methodology across two iterative implementation cycles with 26 preservice Luganda teachers in Uganda, the study identified 15 design principles organized into six thematic clusters: Knowledge Integration, AI Interaction, Pedagogical Structures, Cultural-Linguistic Integrity, Assessment and Metacognition, and Contextual Responsiveness. Analysis of interaction logs, reflective journals, and lesson plans revealed that these principles coalesce into a four-phase cyclical workflow. The PGVA framework positions teachers as cultural-linguistic guardians who systematically plan learning outcomes before AI engagement, collaboratively generate materials with AI through strategic prompting, verify outputs against community-authoritative sources, and adapt verified materials for specific learner contexts. Implementation data demonstrated that adherence to the PGVA sequence correlated strongly with material quality (r=0.73, p<0.001), while phase-skipping or resequencing produced culturally inappropriate or pedagogically weak outputs. The framework addresses critical gaps in existing AI pedagogy models by providing explicit procedural guidance suitable for resource-constrained indigenous language contexts where technological outputs require systematic validation. Comparative analysis positions PGVA's distinctive contributions relative to AI-TEACH, IAPM, and AI-Oriented Pedagogy frameworks. Implications for indigenous language teacher preparation, practical implementation guidance, and transferability to other contexts are discussed. The PGVA framework demonstrates that successful AI integration requires systematic workflow structures grounded in sound pedagogical theory rather than assuming technology alone transforms practice.
Keywords AI Integration, Indigenous Languages, Pedagogical Framework, Luganda, Teacher Education, PGVA Framework
Published In Volume 7, Issue 6, November-December 2025
Published On 2025-12-02
DOI https://doi.org/10.36948/ijfmr.2025.v07i06.62106
Short DOI https://doi.org/hbdsm9
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