{"id":4323,"date":"2026-05-21T10:22:58","date_gmt":"2026-05-21T08:22:58","guid":{"rendered":"https:\/\/www.ainara.education\/blog\/from-a-blank-prompt-to-a-ready-to-use-resource-how-guided-ai-helps-create-educational-materials\/"},"modified":"2026-05-21T13:00:49","modified_gmt":"2026-05-21T11:00:49","slug":"from-a-blank-prompt-to-a-ready-to-use-resource-how-guided-ai-helps-create-educational-materials","status":"publish","type":"post","link":"https:\/\/www.ainara.education\/en\/blog\/from-a-blank-prompt-to-a-ready-to-use-resource-how-guided-ai-helps-create-educational-materials\/","title":{"rendered":"From a Blank Prompt to a Ready-to-Use Resource: How Guided AI Helps Create Educational Materials"},"content":{"rendered":"\n

Generative artificial intelligence has opened up new possibilities in the classroom. It can help create activities, adapted texts, questions, rubrics, visual resources, and lesson proposals in much less time. However, for many teachers, the first step is still difficult: facing a blank prompt. <\/p>\n\n

Writing a request and hoping for a good result is not enough. For AI to be truly useful in education, teachers need to know what to ask for, how to provide context, what level to specify, how to adapt the content, and how to review the response. Otherwise, the result may be too general, poorly aligned with the group, or difficult to apply in the classroom. <\/p>\n\n

That is why teachers do not only need artificial intelligence tools. They need guided educational AI: solutions designed to support the resource creation process from a pedagogical perspective. <\/p>\n\n

When AI Understands the Classroom Context<\/strong><\/h2>\n\n

A general-purpose AI tool can generate content quickly, but it does not always understand the real needs of the classroom. The teacher has to add the context, define objectives, specify competencies, indicate the level, ask for adaptations, and review each result carefully. <\/p>\n\n

Guided educational AI makes this process easier. Instead of starting from a blank screen, it helps organize the creation of the resource: what needs to be taught, for what age group, with what level of difficulty, with what types of support, and with what final product. <\/p>\n\n

This makes it possible to create more complete materials that are better aligned with the students\u2019 context. It also helps reduce teachers\u2019 workload, especially when the goal is to design inclusive, accessible, and personalized learning proposals. <\/p>\n\n

Personalizing Learning Without Starting From Scratch<\/strong><\/h2>\n\n

Artificial intelligence can add great value when it is used with a clear pedagogical purpose. It can help generate level-adapted activities, examples connected to students\u2019 interests, simplified readings, audio resources, visual materials, cooperative dynamics, or proposals with different forms of participation. <\/p>\n\n

This does not mean automating teaching. It means expanding the teacher\u2019s possibilities. AI can offer starting points, alternatives, and support so that teachers can spend more time reviewing, adjusting, guiding, and making educational decisions. <\/p>\n\n\t\t

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Book training to understand how to apply AI responsibly in education<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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The Case of Patricia D\u00edaz: Math Connected to Real Life<\/strong><\/h2>\n\n

A clear example is the project presented by Patricia D\u00edaz at the 2nd AI with Educational Impact Awards: My Hobbies and I Grow in Direct Proportion<\/em>. Her proposal was designed for first-year secondary school students and aimed to teach direct proportionality in a meaningful way. <\/p>\n\n

The starting point was very specific: proportionality is a fundamental concept that is useful in everyday life, but it is often perceived as abstract or unmotivating. That is why Patricia decided to connect this learning with students\u2019 real interests. <\/p>\n\n

The sequence began with a simple question: where does proportionality appear in our hobbies? From there, students worked with examples related to sports, music, video games, or other interests they suggested themselves. <\/p>\n\n

In this way, learning was no longer focused only on applying a cross-multiplication method. Instead, it became more clearly connected to students\u2019 everyday lives.<\/p>\n\n

How AInara Made the Experience Possible<\/strong><\/h2>\n\n

AInara was key in helping Patricia develop a learning sequence based on Universal Design for Learning. The proposal included multiple ways to access information, different ways to participate, and several formats for demonstrating what students had learned. <\/p>\n\n

The tool allowed her to generate exploration worksheets, contextualized problems based on students\u2019 hobbies, support materials, simplified readings, and audio resources. It also helped her organize roles within the teams and propose a variety of final products, such as videos, posters, infographics, podcasts, or written reports. <\/p>\n\n

All of this made the proposal more accessible and flexible, designed so that every student could participate based on their abilities, interests, and ways of learning.<\/p>\n\n

Learning With Others and Using AI Critically<\/strong><\/h2>\n\n

The sequence also included cooperative learning. Students were organized into groups and worked with different methods for solving proportionality problems: unit rate, cross-multiplication, and percentages. <\/p>\n\n

Then, students became \u201cexperts\u201d and explained to their classmates how each method worked, what it was used for, and how it could be applied to specific examples.<\/p>\n\n

Patricia also introduced a key element: learning to use AI critically. Students did not simply receive answers. They had to ask questions, review the results, check whether they made sense, and evaluate whether the information was useful for explaining the content to others. <\/p>\n\n

In this way, artificial intelligence also became an opportunity to work on digital competence and critical thinking.<\/p>\n\n

Adapting So Everyone Can Participate<\/strong><\/h2>\n\n

One of the major challenges Patricia highlighted in her presentation was classroom diversity. In secondary education, students with specific learning needs, different levels of motivation, digital divides, socioeconomic gaps, giftedness, and very different personal realities all share the same classroom. <\/p>\n\n

Designing a learning sequence that responds to all this diversity requires time, resources, and many pedagogical decisions. AInara helped make this process more manageable by making it possible to create adapted materials and offer different ways to access the content. <\/p>\n\n

Long texts could be turned into simplified readings. Materials could be accompanied by audio. Activities could be presented with different types of support. And final products could be adapted to different forms of expression. <\/p>\n\n

Personalization did not mean creating a separate activity for each student. It meant opening different paths so that everyone could participate.<\/p>\n\n

To learn more about this educational challenge, don\u2019t miss Patricia D\u00edaz\u2019s presentation on our YouTube channel, where she explains how the project began, how she integrated AInara into the classroom, and what she learned during its implementation, all told firsthand by its creator. <\/p>\n\n

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