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ChatGPT can benefit education; however, challenges arise that demand competent and responsible usage. Competence development needs to start in schools, with the teacher being the gatekeeper for integrating it into the teaching process. Existing research suggests that schoolteachers lack specific guidance on integrating ChatGPT into teaching, as current discussions remain high-level and omit specific use cases throughout the entire teaching process. To guide an informed usage, this paper presents the results of a systematic literature review, analyzing 38 selected papers on investigating ChatGPT in schools. This selection is based on rigorously defined criteria, adhering to the PRISMA guidelines, initially screening 1075 papers. The central value of this paper is to aggregate research into ten roles for secondary teachers on using ChatGPT in schools, presenting corresponding use cases throughout the teaching process. Future research validates the ten roles, conducting interviews with teachers to present an exhaustive framework for integrating ChatGPT in schoolteacher practice.
FACET: Multi-Agent AI Supporting Teachers in Scaling Differentiated Learning for Diverse Students
(2026)
Classrooms are becoming increasingly heterogeneous, comprising learners with diverse performance and motivation levels, language proficiencies, and learning differences such as dyslexia and ADHD. While teachers recognize the need for differentiated instruction, growing workloads create substantial barriers, making differentiated instruction an ideal that is often unrealized in practice. Current AI educational tools, which promise differentiated materials, are predominantly student-facing and performance-centric, ignoring other aspects that shape learning outcomes. We introduce FACET, a teacher-facing multi-agent framework designed to address these gaps by supporting differentiation that accounts for motivation, performance, and learning differences. Developed with educational stakeholders from the outset, the framework coordinates four specialized agents, including learner simulation, diagnostic assessment, material generation, and evaluation within a teacher-in-the-loop design. School principals (N = 30) shaped system requirements through participatory workshops, while in-service K-12 teachers (N = 70) evaluated material quality. Mixed-methods evaluation demonstrates strong perceived value for inclusive differentiation. Practitioners emphasized both the urgent need arising from classroom heterogeneity and the importance of maintaining pedagogical autonomy as a prerequisite for adoption. We discuss implications for future school deployment and outline partnerships for longitudinal classroom implementation.
FACET: Teacher-Centred LLM-Based Multi-Agent Systems-Towards Personalized Educational Worksheets
(2025)
The increasing heterogeneity of student populations poses significant challenges for teachers, particularly in mathematics education, where cognitive, motivational, and emotional differences strongly influence learning outcomes. While AI-driven personalization tools have emerged, most remain performance-focused, offering limited support for teachers and neglecting broader pedagogical needs. This paper presents the FACET framework, a teacher-facing, large language model (LLM)-based multi-agent system designed to generate individualized classroom materials that integrate both cognitive and motivational dimensions of learner profiles. The framework comprises three specialized agents: (1) learner agents that simulate diverse profiles incorporating topic proficiency and intrinsic motivation, (2) a teacher agent that adapts instructional content according to didactical principles, and (3) an evaluator agent that provides automated quality assurance. We tested the system using authentic grade 8 mathematics curriculum content and evaluated its feasibility through a) automated agent-based assessment of output quality and b) exploratory feedback from K-12 in-service teachers. Results from ten internal evaluations highlighted high stability and alignment between generated materials and learner profiles, and teacher feedback particularly highlighted structure and suitability of tasks. The findings demonstrate the potential of multi-agent LLM architectures to provide scalable, context-aware personalization in heterogeneous classroom settings, and outline directions for extending the framework to richer learner profiles and real-world classroom trials.