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Concept Catalyst: Exploring Scrutable Interfaces to Structure K-12 Teacher Interactions with Generative AI

● high · 2026-06-30ai-literacy, edtech-platform, generative-ai, k-12, teacher-role

Mansi et al. (2026) introduce Concept Catalyst, a system designed around 'scrutable interfaces' — interfaces that make AI reasoning visible and editable by users. Working with K-12 teachers, the study shows that when teachers can inspect and modify how a Generative AI tool processes their inputs, they report higher trust, greater sense of control, and better alignment with their pedagogical goals. This directly addresses a critical gap in Edtech Platform design: most teacher-facing AI tools operate as black boxes, undermining the Teacher Role as a professional decision-maker. The Concept Catalyst approach empowers teachers to become co-designers of AI-assisted lesson planning, not just consumers. The work contributes to AI Literacy by demonstrating that 'scrutability' as a design principle can bridge the gap between AI capability and classroom reality. The study also has implications for K 12 education policy, suggesting that AI tools adopted in schools should meet scrutability standards.

Connected Concepts

  • Generative AI
  • Edtech Platform
  • Teacher Role
  • AI Literacy
  • K 12

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    • Citation

    Gennie Mansi, Sunni Newton, Roxanne Moore, Meltem Alemdar, Mark Riedl (2026). Concept Catalyst: Exploring Scrutable Interfaces to Structure K-12 Teacher Interactions with Generative AI. arXiv:2606.30590. cs.HC.