AUTHOR=Han Seungyeon , Lim Ji Young 
  
TITLE=Between scaffolds and shifts: novice instructional designers' experiences with generative AI
  
JOURNAL=Frontiers in Education
  
VOLUME=Volume 10 - 2025
  
YEAR=2026
  
URL=https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1708167
  
DOI=10.3389/feduc.2025.1708167
  
ISSN=2504-284X
  
ABSTRACT=IntroductionThis study explores how novice instructional designers interact with Generative AI in their instructional design processes. While existing research has primarily focused on experienced designers, there is limited understanding of how novice instructional designers (NIDs) develop relationships with AI tools.MethodsThrough Behavioral Event Interviews with seven novice instructional designers and narrative analysis using Labov's framework, this study examines their evolving patterns of AI interaction and perceptions of AI's utilization.ResultsThe findings reveal three distinct interaction patterns: AI as an auxiliary tool, feedback provider, and co-creator. Participants' relationships with AI evolved from initial resistance to strategic utilization, eventually viewing AI as a collaborative partner. The study identified six developmental stages in AI adoption. A notable finding was AI's adaptable role, alternating between a More Knowledgeable Other (MKO) and a Less Knowledgeable Other (LKO) depending on context.DiscussionThese findings contribute to understanding how NIDs can effectively integrate AI while maintaining professional autonomy.