#560: How Teachers Learn by Designing AI-Ethics Scenarios Using an LLM-Supported Authoring Tool

This study investigates how teachers learn by designing AI ethics scenarios using a customized LLM-supported authoring tool. Seventeen pre- and in-service teachers engaged in dilemma-based scenario design within the Learning by Design framework through interactive dialogue with the LLM. Data from prompt logs, think-aloud sessions, surveys, interviews, and reflections revealed diverse prompting patterns. Teachers alternated between seeking guidance and generating, evaluating, and refining ideas. Through this process, they developed a deeper understanding of AI ethics, greater confidence, and more student-centered perspectives, viewing AI as a collaborative design partner. The findings suggest that iterative prompting and scenario design provide an effective pathway for teacher learning and highlight the potential of LLM-supported environments for professional growth in AI-integrated education.