Generative Artificial Intelligence in Teacher Professional Development: The Impact of Using NotebookLM on Lesson Design Skills and Digital Pedagogical Competence

Abstract

This study aimed to investigate the impact of using NotebookLM, as a generative artificial intelligence tool, within teacher professional development programs on improving lesson design skills and enhancing teachers’ digital pedagogical competence. A quasi-experimental one-group pretest–posttest design was employed with a sample of 30 teachers from public schools affiliated with the Palestinian Ministry of Education in Nablus. A six-week training program (12 sessions) was implemented, focusing on the use of NotebookLM for analyzing educational resources, organizing knowledge, and supporting lesson planning. Two validated instruments were used: a lesson design skills scale and a digital pedagogical competence scale. The results revealed statistically significant differences between pretest and posttest scores in favor of the posttest for both variables. The mean score for lesson design skills increased from 3.12 to 4.05, while digital pedagogical competence improved from 3.05 to 4.11. A significant positive correlation was also found between the two variables. These findings indicate the effectiveness of integrating generative AI tools within practice-based training programs in enhancing instructional practices, particularly in lesson design and digital competence, supporting the integration of intelligent technologies in teacher professional development