ChatGPT in Teacher Education: Reducing Pre-Service Teachers’ Cognitive Load

As artificial intelligence (AI) becomes increasingly integrated into education, its implications for teacher candidates’ cognitive processes warrant closer attention. This mixed-methods study examined the use of ChatGPT during lesson planning in the teaching practicum, focusing on perceived cognitive load, patterns of material use, and teacher candidates’ experiences. Twenty-four fourth-year teacher candidates participated in a six-week implementation in which they used ChatGPT to prepare lesson plans and instructional activities. Quantitative data were collected using a cognitive load rating scale, and qualitative data were obtained from weekly reflective narratives. Perceived cognitive load decreased significantly following the six-week implementation. Participants were also more likely to use ChatGPT-generated activities directly than activities obtained from Internet sources. Qualitative findings indicated that ChatGPT supported idea generation, access to instructional content, lesson-plan development, and time efficiency, while participants also reported limitations such as insufficient or repetitive content, misalignment with learning objectives, and system-related problems. Overall, ChatGPT may support lesson planning when its outputs are critically evaluated and adapted to pedagogical needs.