Abstract
his case study examines how 15 Libyan elementary school teachers used chatG[T and Cloudai to prepare their lesson plans. Libyan educational context characterized by large class sizes and limited professional development, teachers utilized generative tools such as ChatGPT to generate topics, objectives, activities, and assessments. Employing a qualitative descriptive design, data were collected through lesson plans, semi-structured interviews, reflective journals, and surveys. The findings reveal that while AI significantly reduced preparation time for the majority of participants engaging activities, its utility was heavily dependent on teacher adaptation. Teachers reported that AI acted as a creative partner that enhanced student engagement, yet frequently produced content requiring revision due to cultural misalignment or inaccuracies, particularly in mathematics and Arabic. The study concludes that while AI offers substantial efficiency benefits, it cannot replace teacher expertise; effective integration requires professional development focused on prompt design and the cultural adaptation of AI outputs.