Generating Culturally Responsive Visual Aids for Teaching and Learning

Abstract Generative artificial intelligence is increasingly being explored as a pedagogical support tool in teacher education, yet limited empirical evidence exists on how preservice teachers interact with customized AI systems to create culturally responsive visual resources in authentic practicum contexts. This study examined the use of a Culturally Responsive Visual Aids Generator (CReVAG), a customized ChatGPT-based visual-generation assistant, in supporting final-year pre-service teachers in Ghana to design and use culturally grounded teaching and learning visuals during their mandatory 12-week practicum. The study adopted a mixed-methods practicum-based intervention design. Quantitative data were obtained from teacher educators’ rubric-based assessment of AI-generated visual aids and their classroom use, focusing on Visual Resource Quality and Lesson Delivery Effectiveness and were analysed using descriptive statistics. Qualitative data were drawn from preservice teachers’ reflections on their experiences of generating, refining, and applying AI-supported visuals in classroom instruction and were analysed thematically. Findings showed that the AI-generated visuals were generally rated highly for clarity and accuracy, cultural responsiveness, pedagogical alignment, creativity, and engagement. Lesson delivery was also rated positively, particularly in relation to integration of visuals, clarity of instruction, learner engagement, and teacher confidence. Qualitative reflections further revealed that CReVAG reduced preparation time, supported visual creativity, improved confidence, and helped learners connect lesson content to familiar cultural and community contexts. However, participants also reported challenges related to prompt formulation, occasional inaccuracies, local language limitations, and internet connectivity. The study concludes that CReVAG can support culturally responsive visual resource development and practicum-based lesson delivery when used as a guided pedagogical tool that preserves teacher agency, critical review, and curriculum alignment.