Empowering Educators with AI: Exploring ChatGPT’s Role in Action Research for Classroom Innovation

Carrie Kracl*, University of Nebraska at Kearney
Phu Vu, University of Nebraska at Kearney

https://doi.org/10.9743/JEO.2026.23.2.11

Abstract

This study examines the integration of artificial intelligence (AI) in action research to enhance classroom innovation. Utilizing ChatGPT as a cognitive tool, participants who were classroom teachers engaged in experiential learning by identifying classroom challenges, designing interventions, and implementing solutions. The research explored three intervention pathways: independent development, AI-assisted ideation, and instructor consultation. Findings indicate that AI-supported interventions excelled in creativity, feasibility, and alignment with course objectives, while all pathways yielded comparable post-implementation success. A survey revealed that participants valued AI for its accessibility and efficiency but expressed concerns about reliability. Grounded in Experiential Learning Theory, Action Research Theory, TPACK, and Diffusion of Innovations Theory, this study highlights AI’s role in augmenting teacher decision-making while emphasizing the necessity of reflective practice. The findings offer insights into optimizing AI’s use in professional development, highlighting its potential for fostering innovation while acknowledging the need for educator expertise in adapting AI-generated solutions.

Keywords: AI, action research, experiential learning, TPACK, teacher education

*Corresponding Author: kraclcl@unk.edu