Song, Choi, Kim, Kim, Weisberg & Moon (2026) — arXiv preprint.
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.
Related Pages
- k-12 — School-age education.
- teacher-role — Educators as designers and guides.
- ai-literacy — Understanding and evaluating AI.
- generative-ai — LLM-based educational tools.
- faculty-development — Teacher/professional training.