True
The Seoul Metropolitan Office of Education has published a guidebook on classroom use of AI that frames teachers as the primary designers of instruction, with AI serving as an assistive tool rather than the main driver of lessons.
The guidebook, issued by the Seoul education office, lays out a principle that lesson design and instructional decision-making remain the responsibility of the teacher, while AI is used to support and streamline parts of that work. The publication reflects the office's stance that AI should augment, not replace, educators' professional judgment in the classroom.
The guidebook is intended as a practical reference for teachers navigating the growing presence of AI tools in schools. It positions AI as a helper in tasks such as preparing instructional materials and supporting lesson planning, while keeping the pedagogical core — setting learning goals, structuring lessons and guiding students — firmly with the teacher.
The publication comes as schools across Korea grapple with how to integrate generative AI into teaching, with educators seeking clearer standards on the appropriate division of labor between human instruction and machine assistance. The Seoul office's guidebook offers one framework: the teacher leads, the tool assists.
By formalizing this position in print, the Seoul Metropolitan Office of Education has given teachers an official document to draw on when weighing where AI fits into their daily practice. The guidebook's central message is that technology can lighten the load but should not take over the craft of teaching.
The claim that the Seoul education office published a guidebook stating that teachers lead lesson design while AI serves in a supporting role is True.
