Indonesian Teachers' Roles in Designing and Utilizing AI-Powered Animated Videos: A Case Study on Classroom Practices and Character Development
Keywords:
animated video; artificial intelligence; character values; folk tales; instructional media.Abstract
The integration of artificial intelligence (AI) in education has introduced innovative tools for instructional design, yet the pivotal role of teachers in leveraging these technologies remains underexplored. This qualitative case study examines how Indonesian middle school teachers exercise pedagogical agency in designing and implementing AI-powered animated videos to promote moral values (e.g., honesty, perseverance, collaboration) and enhance language proficiency. Employing Braun and Clarke's (2021) thematic analysis guided by Danielson et al’s teaching framework (2024), the study analyzed interview transcripts, observations, and reflective journals from ten middle school teachers from diverse regions across Java Island, Indonesia. Five key themes emerged: (1) teachers' strategic design of AI-powered animated videos, (2) their adaptive implementation practices, (3) pedagogical techniques for character development, (4) assessment methodologies using AI-generated content, and (5) professional reflection on technology integration. Findings reveal that teachers actively curated and customized AI tools to align with learning objectives, scaffolded moral reasoning through guided discussions, and systematically evaluated student engagement and linguistic growth. The study contributes to emerging discourse on AI in education by foregrounding teacher autonomy as a determinant of successful technology integration, particularly in character development contexts. Notably, it underscores the necessity of structured teacher training programs to optimize AI’s pedagogical potential. For future research, longitudinal studies are recommended to assess the sustained impact of AI-assisted teaching on both academic and socio-ethical learning outcomes across diverse educational settings.
https://doi.org/10.26803/ijlter.24.6.38
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