GenAITEd Ghana as a Context-Aware and Curriculum-Aligned Conversational AI Agent for Teacher Education

GenAITEd Ghana as a Context-Aware and Curriculum-Aligned Conversational AI Agent for Teacher Education | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article GenAITEd Ghana as a Context-Aware and Curriculum-Aligned Conversational AI Agent for Teacher Education Matthew Nyaaba, Patrick Kyeremeh, Macharious Nabang, Bismark Nyaaba Akanzire, and 4 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8564669/v1 This work is licensed under a CC BY 4.0 License Status: Under Revision Version 1 posted 10 You are reading this latest preprint version Abstract Global frameworks increasingly call for Responsible Artificial Intelligence (AI) in education, yet they provide limited guidance on how ethical, culturally responsive, and curriculum-aligned AI can be operationalized within functioning teacher education systems, particularly in the Global South. This study addresses this gap through the design and evaluation of GenAITEd Ghana, a context-aware, region-specific conversational AI prototype developed to support teacher education in Ghana. Adopting a Design Science Research approach, the study developed GenAITEd Ghana as a school-mimetic digital infrastructure aligned with the organizational logic of Ghanaian Colleges of Education. The platform provisions NaCCA-aligned course environments based on users’ institutional affiliation, academic year, semester, and course specialization. Teacher educators create course-specific AI agents and invite student teachers into individual or collaborative learning spaces using cryptographic passkeys. The system operates as a multi-agent, retrieval-augmented conversational AI that coordinates multiple AI models for curriculum-grounded dialogue, automatic speech recognition, voice synthesis and cloning, and multimedia processing. Two complementary prompt pathways were embedded: system-level prompts enforcing curriculum boundaries, ethical constraints, retrieval scope, and teacher-in-the-loop oversight, and interaction-level semi-automated prompts that structure live pedagogical dialogue through clarification, confirmation, and guided response generation. Evaluation findings show that the system features and prompt logics addressed key Responsible AI framework requirements, including transparency, accountability, cultural responsiveness, privacy, and human oversight. Human expert evaluations further indicated that GenAITEd Ghana is pedagogically appropriate for Ghanaian teacher education and consistently perceived the system as capable of promoting student engagement while preserving educators’ professional authority. However, some implementation challenges were noted, particularly regarding the successful deployment of teacher voice cloning and avatar generation for AI agents. Experts also highlighted the risk of student teachers over-relying on AI agents without sufficiently engaging other domains of learning that require human judgment, social interaction, and affective engagement. The study therefore advocates for the scalable advancement of context-aware educational AI through enhanced model integration, sustained professional development, and critical AI literacy for both teachers and student teachers. Responsible Artificial Intelligence Conversational AI Teacher Education Design Science Research Context-Aware AI Culturally Responsive AI Curriculum-Aligned AI Retrieval-Augmented Generation (RAG) Global South Ghana Full Text Additional Declarations No competing interests reported. Cite Share Download PDF Status: Under Revision Version 1 posted Editorial decision: Revision requested 25 Mar, 2026 Reviews received at journal 10 Mar, 2026 Reviews received at journal 08 Mar, 2026 Reviewers agreed at journal 08 Mar, 2026 Reviewers agreed at journal 08 Mar, 2026 Reviewers agreed at journal 04 Mar, 2026 Reviewers invited by journal 02 Mar, 2026 Editor assigned by journal 18 Feb, 2026 Submission checks completed at journal 17 Feb, 2026 First submitted to journal 17 Feb, 2026 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8564669","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":600837424,"identity":"208cac82-4205-4e58-9c8d-ddbc2f4e6170","order_by":0,"name":"Matthew 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