Abstract
This study aimed to analyze the effect of ChatGPT on the lesson plan development of pre-service teachers taking up bachelor of secondary education major in Filipino. Employing an experimental design, the study involved two groups: one used ChatGPT in drafting their lesson plans, while the other did not. Both outputs were evaluated using a rubric that assessed organization, depth of content, creativity, and curriculum alignment. Results revealed that the group using ChatGPT scored higher in terms of organization and content coverage, while the non-artificial intelligence (AI) group showed higher marks in creativity. The findings highlight the value of AI as a support tool, not a replacement, for pedagogical innovation and contextualized teaching.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
Journal of Digital Educational Technology, Volume 6, Issue 1, April 2026, Article No: ep2604
https://doi.org/10.30935/jdet/17523
Publication date: 09 Dec 2025
Article Views: 830
Article Downloads: 1218
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