A Guiding Framework for K-12 Teachers in Creating AI-powered Learning Technologies through Vibe Coding

Large language models generate code from natural language prompts, enabling vibe coding, which allows non-programmers to develop computational solutions. Vibe coding for teachers amplifies the teachers-as-designers paradigm, improving technology integration while fostering AI literacy. However, structured guidance on supporting this process is lacking. We propose GAIDE (A Guiding Framework for AI-Integrated Design for Educators), a framework that supports K-12 teachers in creating AI-powered learning technologies through vibe coding. The initial framework, built on Design Thinking and INTERACT, was validated through a CORDTRA interaction analysis of three teachers and four faculty mentors in an eight-week workshop to derive the final framework. Additionally, the qualitative analysis of pre- and post-interviews found an enhancement of teachers' AI literacy. Findings highlight the potential of learning-by-creating for professional development.

GAIDE, a Design-Thinking-based framework, supports K-12 teachers (non-programmers) in building AI-powered learning tools via vibe coding; an eight-week workshop raised participating teachers' AI literacy, showing learning-by-creating as a professional-development model.

This work connects to core wiki themes: K 12 Teacher Role AI Literacy Generative AI Faculty Development. It highlights how generative-AI tooling is reshaping both what learners do and how educators structure support, reinforcing the need for design that preserves authentic engagement rather than enabling shallow bypass.

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Citation

Song, Choi, Kim, Kim, Weisberg & Moon (2026). A Guiding Framework for K-12 Teachers in Creating AI-powered Learning Technologies through Vibe Coding. arXiv:2607.05406. arXiv preprint.