GenAI can support learning itself, not only lesson preparation. Think of it as a patient “study partner” that is available anytime, can explain the same idea again without frustration, and can adjust the explanation style to the learner. For many students, this is valuable because learning often breaks down at small points: one unclear definition, one missing step in a solution, one concept that was explained too fast. GenAI can help fill these gaps, especially when students feel shy to ask repeated questions in front of others.
When it comes to explaining new content, GenAI is useful mainly because it can rephrase and adapt. A student can ask: “Explain this in simpler words”, “Use shorter sentences”, or “Give an everyday example”. A teacher can also use it in class to show that one topic can be explained in multiple ways: as a story, as an analogy, as a step-by-step description, or as a comparison with something students already know. This flexibility can reduce frustration and make new material feel more approachable.
Another helpful strategy is asking GenAI to break a topic into smaller parts. Instead of one long explanation, it can create a “learning staircase”: first the core idea, then key terms, then one worked example, and finally a short self-check question. For example, in mathematics it can explain a method, then solve one example slowly, then ask the student to try a similar one. In language learning, it can introduce a grammar rule, show three examples, and then give a short exercise with feedback.
For practising, GenAI can generate extra exercises on demand. This is especially useful when a student needs more repetition than the workbook provides, or when the teacher wants variations of the same task. Students can request: “Give me 5 tasks from easy to hard”, “Give me more problems like number 3”, or “Make a short quiz from today’s lesson”. Teachers can also ask for tasks that target specific mistakes, like confusing two terms or skipping a step in an algorithm.
GenAI can also provide interactive tutoring if the prompt is set correctly. Instead of asking for the final answer, learners can ask for guidance: “Don’t give me the answer yet – ask me questions”, “Give me a hint only”, or “Show the first step and let me continue”. This is important, because the biggest risk with GenAI practice is passive copying. With the right communication, GenAI can encourage active thinking: it can check the student’s reasoning, point out where the logic breaks, and suggest what to review next.
Feedback is another strong point. After a student tries an answer, GenAI can explain what is wrong, where the mistake happened, and how to correct it. It can also show multiple solution paths, which helps learners see that there is more than one way to approach a problem. In writing tasks, it can suggest clearer sentence structure, improve grammar, or recommend a more suitable tone – while the student still keeps control of meaning and style.
For revision and exam preparation, GenAI can help create study materials quickly. Students can ask for short summaries, key terms with explanations, flashcards, or a set of “typical questions”. They can also request an “exam-style” practice set and then ask the model to mark their answers based on a simple rubric. Teachers can use the same approach to prepare practice quizzes, discussion questions, or quick checks that match the learning objectives.
GenAI can also support learners who need confidence and structure. For example, a student can ask: “Make me a 20-minute study plan for this topic”, or “Help me review this chapter in three sessions”. It can suggest a small routine: read, summarise, test yourself, and reflect. This is not magic motivation, but it can provide a clear path, which helps students start and continue.
The most important rule stays the same: GenAI is not a perfect source of truth. It can make mistakes, invent details, or oversimplify. For learning, this means two practical habits: verify important facts using trusted materials (textbook, slides, teacher notes), and use GenAI mainly for explanation, examples, practice, and guidance – not as the only authority. If something seems uncertain, students should ask for sources, compare outputs, or bring questions back to the teacher.
Used with these habits, GenAI can make learning more accessible and less stressful. It supports personalised explanations, offers endless practice, and creates a safe space to ask “basic questions” repeatedly. For teachers, it can also become a tool that extends learning beyond the classroom – helping students practise and understand at home while the teacher remains the main guide for goals, quality, and academic integrity.