A Guiding Framework for K-12 Teachers in Creating AI-powered Learning Technologies through Vibe Coding

Jul 16, 2026

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Large language models generate code from natural-language prompts, enabling “vibe coding,” which lets non-programmers develop computational solutions. For K-12 teachers, this practice supports teachers-as-designers, strengthening technology integration and building AI literacy, yet structured guidance remains insufficient. This work proposes GAIDE, a guiding framework for educators creating AI-powered learning technologies through vibe coding. An initial design-thinking based framework was validated through an interaction analysis and an eight-week workshop, with qualitative pre/post interviews showing improved AI literacy and evidence for learning-by-creating in professional development.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages42

Reading Time1 h 46 min

Introduction

Generative AI and vibe coding in software creation

Teachers as designers and co-design for classroom alignment

AI literacy and project-based learning-by-design

Proposed GAIDE Framework

Framework purpose for K-12 AI-integrated design

Development foundations and validation approach

A Guiding Framework for K-12 Teachers in Creating AI-powered Learning Technologies through Vibe Coding Yukyeong Songa Assistant Professor [E-mail: ](E-mail: ysong51@utk.edu)[ysong51@utk.edu](E-mail: ysong51@utk.edu) Seoyeon Choib Ph.D Student Email: [smdus@korea.ac.kr](smdus@korea.ac.kr) Jinhee Kimc Assistant Professor Email: [j](jhkim@odu.edu)[hkim@odu.edu](jhkim@odu.edu) Yeongje Kimb Master’s Student [E-mail: ](E-mail: xkxh2004@korea.ac.kr)[xkxh2004@korea.ac.kr](E-mail: xkxh2004@korea.ac.kr) Lauren Weisbergd Assistant Professor E-mail: [lauren.weisberg@uta.edu](lauren.weisberg@uta.edu) Jewoong Moone Assistant Professor E-mail: [j](jmoon19@ua.edu)[moon19@ua.edu](jmoon19@ua.edu) *Corresponding author: Yukyeong Song is an Assistant Professor in the Theory and Practice in Teacher Education at the University of Tennessee, Knoxville. Her research focuses on artificial intelligence education, designing AI-powered learning technologies, and learning analytics. a Department of Theory and Practice in Teacher Education, University of Tennessee, Knoxville, TN 37916, USA b Department of Education, College of Education, Korea University, Seoul 02841, South Korea. c Department of STEM Education and Professional Studies, Old Dominion University, Norfolk, VA, USA d Department of Teacher and Administrator Preparation, University of Texas, Arlington, TX, 76019, USA e Department of Educational Leadership, Policy, and Technology Studies, The University of Alabama, Tuscaloosa, AL 35401, USA Abstract Large language models generate code from natural language prompts, enabling “vibe coding,”which allows non-programmers to develop computational solutions. Vibe coding for teachers amplifies the value of teachers-as-designers, improving technology integration while fostering AI literacy. However, structured guidance on supporting this process is lacking. We propose GAIDE (A Guiding Framework for AI-Integrated Design for Educators), a framework that supports K-12 teachers in creating AI-powered learning technologies through vibe coding. The initial framework, built on Design Thinking and INTERACT, was validated through a CORDTRA interaction analysis of three teachers and four faculty mentors in an eight-week workshop to derive the final framework. Additionally, the qualitative analysis of pre-and postinterviews found an enhancement of teachers’ AI literacy. Findings highlight the potential of learning-by-creating for professional development. Keywords: teachers-as-designers, vibe coding, AI-powered learning technology creation, AI literacy, professional development I. Introduction Recent advances in generative artificial intelligence (GenAI) have begun to transform how software is created (Alenezi & Akour, 2025). Large language models (LLMs) are increasingly capable of generating functional code from natural language prompts, enabling a practice that has recently been referred to as “vibe coding,” a development approach where users describe desired functionality in natural language and AI generates, revises, and executes the underlying code (Karpathy, 2025) . In this paradigm, users guide development through high-level intent rather than through traditional programming syntax, lowering the barrier to entry for software development (Chow & Ng, 2025). As a result, individuals without formal programming training, including domain experts, educators, and practitioners, can independently develop tailored computational solutions with contextual expertise. In education, this shift has important implications. Many educational tools developed mainly by developers or researchers are criticized for being poorly aligned with classroom realities (Luckin et al., 2019). Recognizing this problem, co-design and participatory approaches have sought to involve teachers as co-designers of learning technologies to ensure pedagogical relevance and usability (Roschelle et al., 2006) . Research has shown that engaging

FAQs

What problem does the proposed GAIDE framework address for K-12 teachers?

GAIDE addresses the lack of structured guidance for teachers who want to create AI-powered learning technologies through vibe coding.

How does “vibe coding” help non-programmers, especially educators?

Vibe coding allows users to describe desired functionality in natural language while AI generates, revises, and executes underlying code, lowering the barrier to software development.

How was GAIDE validated, and what were the outcomes?

The initial framework was validated through interaction analysis of teachers and faculty mentors during an eight-week workshop, and qualitative pre/post interviews indicated enhanced teachers’ AI literacy.

Jul 16, 2026

Upload by Aria