Keyword: «teacher's toolkit»

The relevance of the study is driven by the need for a methodological transformation of the foreign language teacher's instructional toolkit in response to the expansion of generative AI technologies (GAIT) into educational practice. Of particular significance is the challenge of bridging the gap between the potential of GAIT (automated content generation) and real pedagogical tasks related to designing individual learning trajectories and achieving planned educational outcomes. The aim of the study is to identify, systematize, and analyze the specific features of using GAIT for lesson planning, as well as to determine the methodological conditions for their effective integration into the professional activity of the teacher. The leading approach employed was functional-didactic analysis, combining a critical evaluation of automatically generated materials with a comparative analysis of traditional and automated planning. The methodological framework comprised theoretical analysis of domestic and international publications, prompt content analysis, pedagogical observation, expert assessment of AI-assisted developments, and process mining for reconstructing temporal patterns of teacher–GAIT interaction. The results demonstrate that generative neural networks optimize the preparation of standard didactic materials but remain limited in terms of accuracy, structural coherence, and responsiveness to the cognitive characteristics of the learner group. Scientific novelty lies in substantiating three key features of using GAIT in the EFL context for planning: (1) the shift from the function of a "ready-made lesson plan generator" to that of an "intelligent assistant–companion"; (2) the necessity of developing critical prompting competence in teachers as a new professional skill; and (3) the identification of a methodological risk zone associated with substituting pedagogical design for statistical prediction of textual sequences. Theoretical significance consists in advancing scholarly understanding of the applicability boundaries of GAIT in didactics: the study contributes to refining the concept of "methodological expediency" with regard to automated planning. Practical significance is manifested in providing teachers with a system of practical recommendations for the safe and productive use of GAIT– ranging from algorithms for composing effective prompts to criteria for verifying generated educational materials. The methodological conditions proposed in the study make it possible to minimize didactic risks and transform GAIT from a tool for "reducing time expenditure" into a means of enhancing the variability and quality of lesson planning.