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<p>Co-design and co-teaching are practical approaches for teachers with varying experiences to get involved in integrating AI curriculum with STEM subjects. However, teachers’ limited expertise in co-design and co-teaching hinders active implementation. This study explored how two middle school teachers collaborated to design and deliver an AI curriculum within a STEM class. We analyzed co-designing and co-teaching sessions recorded over eight hours through inductive thematic analysis, based on research-practice partnership and a design-based framework. In co-design, one teacher with prior AI experience showed higher initial engagement. Another teacher with less experience demonstrated improved engagement through a structured support system that employed shared goal setting, tailored resources, and iterative curriculum refinement. Teachers employed collaborative strategies in co-teaching, such as preparatory meetings, mutually refined prompts, and scaffolding by connecting AI concepts to real-world contexts. The findings highlight how co-design and co-teaching can foster teacher ownership and professional growth for K-12 AI education.</p>

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From co-design to co-teaching: a comprehensive approach to an integrated AI curriculum in middle school STEM education

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年9月3日

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  • Keunjae Kim,
  • Kyungbin Kwon

摘要

Co-design and co-teaching are practical approaches for teachers with varying experiences to get involved in integrating AI curriculum with STEM subjects. However, teachers’ limited expertise in co-design and co-teaching hinders active implementation. This study explored how two middle school teachers collaborated to design and deliver an AI curriculum within a STEM class. We analyzed co-designing and co-teaching sessions recorded over eight hours through inductive thematic analysis, based on research-practice partnership and a design-based framework. In co-design, one teacher with prior AI experience showed higher initial engagement. Another teacher with less experience demonstrated improved engagement through a structured support system that employed shared goal setting, tailored resources, and iterative curriculum refinement. Teachers employed collaborative strategies in co-teaching, such as preparatory meetings, mutually refined prompts, and scaffolding by connecting AI concepts to real-world contexts. The findings highlight how co-design and co-teaching can foster teacher ownership and professional growth for K-12 AI education.