=Paper=
{{Paper
|id=Vol-3918/paper304
|storemode=property
|title=AI tools for sustainable primary teacher education: literary-artistic content generation
|pdfUrl=https://ceur-ws.org/Vol-3918/paper304.pdf
|volume=Vol-3918
|authors=Liudmyla L. Nezhyva,Svitlana P. Palamar,Nataliia O. Semenii,Serhiy O. Semerikov
|dblpUrl=https://dblp.org/rec/conf/aredu/NezhyvaPSS24
}}
==AI tools for sustainable primary teacher education: literary-artistic content generation==
https://ceur-ws.org/Vol-3918/paper304.pdf
Liudmyla L. Nezhyva et al. CEUR Workshop Proceedings 134–148
AI tools for sustainable primary teacher education:
literary-artistic content generation
Liudmyla L. Nezhyva1 , Svitlana P. Palamar1 , Nataliia O. Semenii1 and
Serhiy O. Semerikov2,3,4,5,6
1
Borys Grinchenko Kyiv Metropolitan University, 18/2 Bulvarno-Kudriavska Str, Kyiv, 04053, Ukraine
2
Kryvyi Rih State Pedagogical University, 54 Universytestkyi Ave., Kryvyi Rih, 50086, Ukraine
3
Institute for Digitalisation of Education of the NAES of Ukraine, 9 M. Berlynskoho Str., Kyiv, 04060, Ukraine
4
Zhytomyr Polytechnic State University, 103 Chudnivska Str., Zhytomyr, 10005, Ukraine
5
Kryvyi Rih National University, 11 Vitalii Matusevych Str., Kryvyi Rih, 50027, Ukraine
6
Academy of Cognitive and Natural Sciences, 54 Universytestkyi Ave., Kryvyi Rih, 50086, Ukraine
Abstract
The rapid advancement of artificial intelligence (AI) has transformed various sectors, including education. This
study explores the possibilities of using AI tools for generating literary-artistic content in preparing primary
school teachers for professional activities. The research aims to determine the familiarity and readiness of
future primary school teachers to use AI in the literary field, reveal the possibilities of applying AI to prepare
teachers for organizing the study of literary works, describe AI tools that can motivate young students to read,
and highlight the advantages and disadvantages of using AI programs to generate literary-musical and video
content based on literary material. The study employed a mixed-methods approach, combining surveys, hands-on
experiences with AI tools, and the analysis of student-generated artifacts. The participants were 138 bachelor’s
students specializing in “Primary Education” at Borys Grinchenko Kyiv Metropolitan University. The AI tools
were introduced and integrated into the teacher preparation curriculum, and data were collected through surveys,
pedagogical cases, multimedia didactic tools, and observations. The findings demonstrate the potential of AI tools
in creating engaging and interactive literary-artistic content, facilitating personalized learning, and supporting
the development of students’ creativity and critical thinking skills. The study underscores the importance of
integrating AI technologies into teacher education programs to foster digital literacy skills, promote innovative
teaching methods, and cultivate a mindset of continuous learning and adaptation. However, challenges and
limitations were identified, such as the need for content validation, technical support, and addressing ethical
concerns. The study proposes measures to ensure the responsible and beneficial implementation of AI in primary
education, including rigorous content validation processes, teacher training, and the development of clear policies
for transparent and ethical AI usage. The findings contribute to the advancement of sustainable education
practices by preparing future primary school teachers to effectively harness the potential of AI technologies while
navigating the challenges and opportunities presented by the digital age. Further research is necessary to explore
the long-term impact of AI integration on student learning outcomes, develop comprehensive AI competency
frameworks, and refine ethical guidelines for AI use in educational settings.
Keywords
generative AI, primary teacher education, literary-artistic content generation
1. Introduction
1.1. The problem statement
The modern world is rapidly becoming digitalized. Cutting-edge digital technologies are actively used
in virtually all spheres of human life, radically transforming the educational space as well. Recently,
artificial intelligence (AI) has gained particular popularity. Virtual assistants like Siri and Alexa,
AREdu 2024: 7th International Workshop on Augmented Reality in Education, May 14, 2024, Kryvyi Rih, Ukraine
" l.nezhyva@kubg.edu.ua (L. L. Nezhyva); s.palamar@kubg.edu.ua (S. P. Palamar); n.semenii@kubg.edu.ua (N. O. Semenii);
semerikov@acnsci.org (S. O. Semerikov)
~ https://eportfolio.kubg.edu.ua/teacher/2445 (L. L. Nezhyva); https://eportfolio.kubg.edu.ua/teacher/1109 (S. P. Palamar);
https://eportfolio.kubg.edu.ua/teacher/2976 (N. O. Semenii); https://acnsci.org/semerikov (S. O. Semerikov)
0000-0001-9520-0694 (L. L. Nezhyva); 0000-0001-6123-241X (S. P. Palamar); 0000-0003-0095-8449 (N. O. Semenii);
0000-0003-0789-0272 (S. O. Semerikov)
© 2025 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR
ceur-ws.org
Workshop ISSN 1613-0073
Proceedings
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Liudmyla L. Nezhyva et al. CEUR Workshop Proceedings 134–148
automatic organization of information sources on the internet, content curation in social networks,
autonomous vehicles, and other robotics no longer surprise many. On the one hand, interest in artificial
intelligence is driven by people’s changing lifestyles and work habits, and AI has become an integral
part of our daily lives. On the other hand, the interest of researchers and developers in digital platforms
is fueled by the unlimited and not fully explored possibilities of AI.
Importantly, artificial intelligence is also becoming a leader in the educational sector. Its capabilities
are actively applied to improve teaching and learning methods, including automating the routine work
of teachers in grading tests and modernizing the creation of lesson plans and new digital didactic tools
for education [1]. For instance, the educational platform “Na Urok” already features an “AI Assistant”.
This is a personal assistant for modern teachers, developed according to the needs of contemporary
Ukrainian educators. It includes a set of innovative AI-based tools designed to optimize teachers’ daily
work. Teachers can generate new school projects, engaging assignments, various exercises and tests,
and didactic lesson tools (such as tables, presentations, and flashcards) on this platform. For organizing
student work, AI can generate checklists on a given topic and help find interesting arguments and
motivation for studying a particular subject. The platform also supports media-related tasks: generating
images on a specified topic in a characteristic AI style, voicing given text, transforming scanned copies
or photos into text, transcribing the content of videos from provided links, and removing backgrounds
from any image. AI makes it possible to organize chats based on the content of a given file, the content
of a video, or even a chat with a famous figure. The “AI Assistant” on the “Na Urok” website ensures
quick active searches for teachers, including creating collections of images on a given topic, selecting
the best videos on YouTube by topic [2], and providing professional collections of materials for work in
grades 1-4 under the New Ukrainian School (NUS) curriculum.
Thus, the range of AI applications in teachers’ work is broad. The remarkable role of artificial
intelligence in education, its ability to generate texts, music, and videos for creating new-format
educational materials, underscores the relevance of studying AI as a means of generating literary and
artistic content in preparing primary school teachers for professional activities.
1.2. Contribution to sustainable education practices
The use of AI tools for generating literary-artistic content in preparing primary school teachers aligns
with the principles of sustainable education. By integrating these innovative technologies into teacher
education programs, we aim to foster the development of essential skills and attitudes that contribute
to long-term educational sustainability:
• Engaging pre-service teachers in the use of AI tools enhances their digital literacy skills, preparing
them to navigate and harness the potential of emerging technologies in their future classrooms
[3].
• AI-generated literary-artistic content offers new possibilities for creating interactive and immer-
sive learning experiences. By exposing pre-service teachers to these innovative teaching methods,
we encourage them to adopt creative and engaging approaches that can captivate and motivate
young learners, thus promoting sustainable student engagement and achievement [4].
• Integrating AI tools into teacher preparation programs nurtures a mindset of lifelong learning
and adaptability among future educators. As AI technologies continue to evolve, teachers who
are using these tools will be better equipped to continuously update their practices and adapt to
the changing needs of their students, contributing to the long-term sustainability of education
[5].
1.3. Literature review
Interest in the use of artificial intelligence in education is rapidly growing, as evidenced by statistical
data from 2010 (100 publications in Scopus per year) to 2023 (677 publications in Scopus per year) [6].
The application of AI in teaching primary school students has been explored in various aspects. For
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instance, Pareto [7] researched the effectiveness of using AI-based games in an educational environment
designed to develop mathematical competence (learning mathematical concepts, developing mathemat-
ical thinking, etc.) in young students. The use of AI-powered gamification for introducing questions,
particularly for teaching mathematics, language, and the study of the surrounding world to students
with special educational needs, is discussed by YanFi et al. [8]. Jauhiainen and Guerra [9] demonstrated
that ChatGPT, as an example of generative AI, can be used to personalize educational materials accord-
ing to the knowledge and skills of students with different proficiency levels. The authors highlighted
the powerful potential of using generative AI in school education, justifying motivatedlearning and
skill development among students. The topic of using artificial intelligence for implementing adaptive
learning has been analyzed by Lhafra and Abdoun [10], and Krumsvik [11]. A significant number of
studies are devoted to the use of artificial intelligence in STEM education. Specifically, Mehdipour et al.
[12] describe the use of a system in primary schools that consists of an AI-supported mobile robot,
STEM storytelling, and a content-sharing platform.
The issue of using artificial intelligence as many researchers address a teacher’s assistant. Particular
attention is given to using ChatGPT to reduce teachers’ workload, prevent professional burnout [13],
and assist in creating e-learning courses [14]. The study of teachers’ awareness of AI features and
methods of its application is the focus of research by Prothero [15]. The author notes that among the
surveyed teachers, 10% used AI in their work at a basic level, and 15% used AI at a household level but
lacked sufficient knowledge to apply AI in their professional activities.
Morze et al. [6] conducted a survey of primary school teachers regarding their understanding of
AI, ways to use it as their assistant, the advantages and disadvantages of artificial intelligence, and its
development prospects, as well as its application in all areas of human activity. The authors accurately
identified the areas where artificial intelligence can act as a teacher’s assistant, including content
creation, digital tools, communication, assessment, educational materials creation, and research. In the
work of Palamar and Naumenko [16], a list of popular AI technologies is provided, and the current
state of their application by higher education students is investigated. The article presents the results
of a survey of students at the Faculty of Pedagogical Education at Borys Grinchenko Kyiv University
regarding the peculiarities of AI technology used by higher education students. The authors discussed
the advantages and negative consequences of using AI in the education system. They described the
ethics of AI use concerning adherence to the principles and norms of academic integrity [16].
Recent studies have examined the ethical considerations and potential threats of AI in primary
education. Alawneh et al. [17] proposed a comprehensive framework that amalgamates privacy-
preserving protocols, bias mitigation strategies, and inclusivity measures to address pressing ethical
concerns in AI implementation in primary education. Longo [18] discussed the dystopian threat of
irresponsible and uncontrolled AI incursion into primary schools, suggesting a utopian postdigital
ecopedagogy as a potential remedy.
Several studies have focused on the practical applications and efficacy of AI in primary education.
Sperling et al. [19] explored the rationales and practices of introducing machine learning and AI
in Swedish primary schools, highlighting the need for continued re-negotiations in the process of
automation and personalization. Yuan [20] conducted an experimental study on the effectiveness of AI
chatbots for English as a Foreign Language (EFL) learning in a Chinese elementary school, demonstrating
significant improvements in oral English proficiency and willingness to communicate.
The preparation and training of primary school teachers in AI competencies have also been addressed
in recent research. García-Delgado et al. [21] designed, validated, and implemented a competency-based
AI training program for primary education teachers in Spain. Lozano and Blanco Fontao [22] assessed
the perceptions of primary education degree students on the irruption of AI tools like ChatGPT in
education, highlighting the need for digital literacy at all educational levels.
Researchers have also explored the potential of adapting K-12 approaches for developing AI literacy
in adult professionals. Kaspersen et al. [23] conducted an in-vivo explorative case study on adopting
child-computer interaction (CCI) approaches for upskilling workers through a full-day workshop,
identifying self-efficacy and empowerment as major challenges for AI literacy across sectors.
AI-based personalized learning and learning style prediction in online learning environments for
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primary education have also been investigated. Pardamean et al. [24] developed and measured the
impact of an AI-based learning style prediction model in an online learning portal for Indonesian
primary school students, demonstrating improved learning performance through personalized material
recommendations.
Despite the growing body of research on AI applications in primary education, there remain gaps and
limitations in the existing literature. Many studies focus on specific AI tools or applications, lacking a
comprehensive overview of the various ways AI can be integrated into primary education. Additionally,
while some studies address the preparation and training of primary school teachers in AI competencies,
there is a need for more research on the development and evaluation of effective training programs.
This study aims to address these gaps by providing a broad exploration of the possibilities of using
AI tools for generating literary-artistic content in preparing primary school teachers for professional
activities.
1.4. The aim of the research
Therefore, artificial intelligence has become the most progressive technology of today, with its po-
tential being harnessed to develop innovative processes in education. Consequently, there is a need
to test various AI digital tools in the educational activities of future educators for their professional
development. One of the applications of AI in the professional activities of primary school teachers is
the generation of content for creating multimedia didactic tools. This is important for organizing the
study of literary works in literature reading lessons in primary school. Reading is a crucial element
in personal development. Students acquire new knowledge and aesthetic experiences through active
reading activities and develop critical thinking. Reading, emotional perception, and analysis of literary
texts contribute to developing communicative competence, particularly active vocabulary, coherent
speech, and emotional intelligence.
Attracting modern children’s attention to literary books is becoming increasingly complex. Young
people spend a lot of time on network entertainment and prefer multimediameans: watching clips,
listening to music, and watching films/cartoons/videos. Reading a book requires time and patience, the
activation of analytical activities, and a developed reading culture. Therefore, preparing pedagogical
cases for future teachers with professional methods to activate reading activities in literature reading
lessons using various media is important.
This article aims to explore the possibilities of using artificial intelligence tools for primary school
teachers’ work with literary texts and creating didactic tools for the literary education of young students.
To achieve this goal, the following tasks were identified: determine the level of familiarity and readiness
of future primary school teachers to use artificial intelligence in the literary field; reveal the possibilities
of applying AI to prepare primary school teachers for organizing the study of literary works; describe AI
tools that can be useful for future teachers to motivate young students to read; highlight the advantages
and disadvantages of using AI programs to generate literary-musical and video content based on literary
material.
2. Methodology
Innovative technologies help diversify, modernize, and enrich the presentation of educational material
to students. However, the application of artificial intelligence directly depends on the creativity and
inventiveness of the teacher. Therefore, during the preparation of future primary school teachers, a
study was conducted on the knowledge of higher pedagogical education students about AI tools and
their motivation to use them in professional activities, particularly in the literary field.
This study employed a mixed-methods approach, combining both qualitative and quantitative data
collection and analysis. The research was conducted in two stages:
1. A survey was administered to students to assess their knowledge of AI tools and their motivation
to use them in their professional activities, particularly in the literary field.
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2. Students specializing in “Primary Education” were asked to test a set of AI tools for generating
literary-musical and video content based on literary material, describe the advantages and
disadvantages of AI programs, and prepare pedagogical cases for using multimedia didactic tools
created with AI for literature reading lessons in primary school.
The study involved 138 first-level (bachelor’s) students in the “Primary Education” specialty, both
full-time and part-time, at Borys Grinchenko Kyiv Metropolitan University. Participants were selected
using a purposive sampling method, targeting students who were preparing to become primary school
teachers.
The AI tools were introduced and integrated into the teacher preparation curriculum as follows:
• students were provided with a comprehensive overview of various AI tools suitable for generating
literary-musical and video content, such as Suno, Udio, Boomy, Pictory, Lumen5, and InVideo AI;
• tutorials and demonstrations were conducted to familiarize students with the functionalities and
features of each AI tools
• students were given hands-on experience using the AI tools to create multimedia didactic tools
based on literary material;
• discussions and reflections were facilitated to explore the pedagogical implications and potential
applications of AI-generated content in primary education.
Data were collected through a combination of surveys, student-generated artifacts (pedagogical cases
and multimedia didactic tools), and observations. The survey data were analyzed using descriptive
statistics to determine students’ knowledge and motivation levels regarding AI tools. The qualitative
data from student artifacts and observations were analyzed using thematic analysis to identify patterns,
advantages, disadvantages, and challenges in using AI tools for generating literary-artistic content.
One of the main challenges encountered during the study was the varying levels of technological
proficiency among students. To address this, additional support and guidance were provided to students
who required assistance in navigating and using the AI tools effectively. Another challenge was the
limited time available within the curriculum to fully explore the potential of AI tools. This was addressed
by prioritizing the most relevant and user-friendly tools and providing students with resources for
further exploration beyond the classroom.
3. Results
Literary content is organically integrated with artistic content, so students were advised to use exciting
and interactive applications such as Suno, Udio, and Boomy. The primary function of Suno (https:
//suno.com/) is song generation. This AI tool allows the creation of songs based on specified keywords
and generates content descriptions (figure 1). The program is configured to create the song’s lyrics and
music. However, the user can choose the music style and write their own lyrics. It is important to note
that three versions of the application have different song playback durations (up to 4 minutes).
While creating media products using Suno and their application in practical training, the students
found that these generated educational products are highly effective tools for increasing students’
motivation to study classic poetic works by renowned poets. Rendering poems in song form aids in
better memorization of the text, enriching the active vocabulary. Rhyming becomes more appealing to
students, encouraging creative imagination and promoting emotional intelligence development. Young
students listen to the newly created songs with interest, which enhances their auditory perception and
enriches their aesthetic experience. Suno can also be used to organize audio quizzes, which will help
better assimilate literary material.
When creating audio content with Suno AI, it is essential to accurately formulate the desired plot
and keywords for generating the song lyrics based on the specified parameters (up to 3000 characters).
The program randomly generates the lyrics for future songs. After completing the lyrics creation, the
user must select the music style from the list: alternative/indie, strong beat, catchy, emotional, energy,
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Figure 1: An example of song generation in the Suno program.
dramatic, pop, electro, guitar, etc. The option is to display only the musical accompaniment without
lyrics by choosing “Instrumental”. This function can help organize quizzes where students recreate
the song/poem lyrics according to the provided musical accompaniment. The final step in creating the
music is formulating a title, entering it in the corresponding field, and saving it. The generated content
can be downloaded, copied via a link, and shared within the program’s user system.
Thus, creating literary-musical content using the analyzed AI tool helps to creatively present poetic
works that may initially seem challenging to understand. The moods and emotions of a lyrical work
conveyed through music enhance the comprehension of primary school students. Suno AI uses advanced
artificial intelligence algorithms to analyze musical structures and chord progressions, allowing users to
generate songs quickly. The free version has a limit of five songs per day. For more songs, paid versions
– Pro Plan and Premier Plan – are required.
The main advantages of Suno AI are:
• easy and quick song creation based on the specified style;
• the system creates two unique melodies for each song, allowing the user to choose;
• usage is facilitated by the daily distribution of free credits for song creation, enabling users to
continually update their content;
• the ability to download finished songs and share them on social media platforms.
A similar tool is the Udio program (https://www.udio.com/), which also focuses on creating songs.
Notably, the program is aimed at creating original content. Compared to the previous AI tool, Udio
offers fewer features for users who have a free version. The song lyrics can contain up to 350 characters,
and the audio playback lasts up to 32 seconds. It is possible to save the file in mp3 format, and users
get 10 credits per day with an additional 100 credits per month. Remixes can also be made. The paid
versions (Standard, Pro) offer more features, such as creating songs up to 15 minutes long, downloading
files in MP3 and WAV formats, and uploading videos.
Udio is useful for teachers who seek variety in song narration, as it allows for the use of backing
vocals and has a more extensive list of playback styles compared to Suno. Regarding the interface,
it is more complex than that of Suno. To create a track, users must register in the system, enter the
song lyrics into a particular field, define style tags, choose the performers’ gender, etc. There is also an
option for automatic song creation. A distinctive feature of Udio is its expanded functionality, including
quality determination and clip start. The song creation process takes up to 2 minutes. Udio offers
advanced music styling options. However, the free version has limited usage capabilities. Udio stands
out for its stable audio quality without distortions, making it attractive to those who value technical
precision in music. Udio allows users to create musical intros and outros and generate album covers.
Udio can “hallucinate” vocal parts by entering characters and creating unique and experimental vocal
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performances. Compositions in Udio are limited to 30 seconds, requiring extensions for full-length
songs, which can complicate the song creation process. The paid versions can change the track length
after creating a trial version.
Suno is suitable for creating experimental music and background accompaniment for media, while
Udio specializes more in traditional genres such as pop, rock, and video music. Both platforms have
great potential for creating soundtracks for games and movies, allowing a wide range of users to
create high-quality music. Suno AI and Udio are two powerful AI music-creation tools with unique
advantages and features. For use in primaryschool lessons, generative products from these programs
can be implemented. They diversify the sound of poems in songs, chosen according to the curriculum
for young students.
Boomy (https://boomy.com/) offers more musical accompaniment options. The program’s main idea
is to create songs in various musical styles and add custom or generated vocals. Boomy differs from
previous tools by allowing composition editing during the creation process. Users can create up to 25
songs. During the song creation, the author can recite a poet’s poem or create their own lyrics, entering
them as a prompt for vocal accompaniment.
Boomy’s distinguishing feature is its six basic styles: nature sounds, electronic music, rap beats,
relaxing beats, meditation, and calm music. Users can also create and combine styles based on specified
prompts. The number of vocal characters in the free version is up to 255. Users can use an audio
recording, text-to-speech, or auto-generation for vocals. There is an option to edit the generated product
and download it in MP3 and WAV formats (paid versions required). The main advantage of Boomy is
the ability to edit content throughout the song creation process.
The suggested programs are engaging, helpful, and effective for preparing primary school teachers
to work in new conditions of informatization and digitalization. AI programs will help future teachers
create high-quality and unique multimedia educational products, integrating them into the primary
school educational process. Creating songs based on poems facilitates their perception and memorization,
which is a positive aspect of educational activities. The features of each music-generating program are
presented in table 1.
Table 1: Analysis of artificial intelligence programs for the generation of literary and musical content.
Application
Suno Udio Boomy
criteria
Interface Intuitive, easy to use More complex, with ex- Intuitive, the ability to edit
tended functionality the song during creation
Creating a Up to 1 minute Up to 2 minutes Up to 2 minutes
song
Maximum Up to 4 minutes in version Up to 15 minutes in paid ver- Possibility of increase from
song duration 3.5 sions 30 seconds
Musical styles Alternative/indie, strong Various styles including Nature, electronic music,
beat, catchy, emotional, pop, rock, music for film rap beats, relaxing beats,
energy, dramatic, pop, and television meditation music, the pos-
electro, guitar, others (up sibility of combining styles
to 120 characters for style according to the specified
selection) prompts
Using audio Ability to download an au- Ability to download video, The ability to read a poem
dio/video clip to create a audio recording in your own voice or use au-
song tomatic vocal creation
Continued on next page
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Table 1 – continued from previous page
Application
Suno Udio Boomy
criteria
Paid versions Pro Plan and Premier Plan Standard, Pro with addi- Paid versions with addi-
with additional features tional features (up to 15 min- tional features such as sav-
utes of songs, downloading ing in mp3 and WAV for-
files in mp3 and WAV for- mats
mats)
Free credits 50 credits per day (up to 5 10 credits per day with an Ability to create 25 songs in
songs) additional 100 credits per the free version
month
Copyright in- No, the impossibility of se- No copying the tone or The ability to add your own
fringement lecting a text by a specific melodies of famous artists, or generated vocals, the abil-
artist and copying its timbre but can create original con- ity to remove music frag-
or melodies tent ments during editing
Organization There is an opportunity to Ability to create music in- Ability to create musical in-
of audio create audio quizzes for bet- tros and endings, as well as troductions and final parts,
quizzes ter learning of the material generate album covers generate album covers
Use in the ed- Suitable for creating lit- More suitable for the cre- Suitable for creating exper-
ucational pro- erary and artistic content ation of traditional genres imental music and back-
cess for literary reading lessons such as pop, rock and mu- ground music for media,
in primary school. The sic for the musical accompa- also useful for teachers who
multimedia product created niment of poems, i.e. back- want variety in singing
by the teacher helps stu- ground playback of the au- poetry-based songs
dents to better remember thor’s music
the text and develop audi-
tory perception, develops
the emotional intelligence
of younger students
Unique oppor- Generation of two unique Creation of various musical The possibility of editing
tunities melodies of the same song styles and their clear repro- the composition during its
at the user’s choice duction creation, creation of 25
songs, the possibility of au-
tomatic creation of a song
with the use of backing vo-
cals
User support Constantly updated content Access to advanced func- Support for users in creat-
thanks to daily free credits tions in paid versions, the ing and editing songs, the
possibility of creating au- ability to create their own
thor’s content audio and edit compositions
during their creation
Literary content can be reproduced not only with musical accompaniment but also through visu-
alization. As an alternative, students were suggested to use visualization tools. In preparation for
reading lessons, future teachers could generate assignments to study stories, fairy tales, poems by
classic authors, or works for children by contemporary writers. Using artificial intelligence programs,
they tried to create dialogues between characters and narrations by a character about the content of a
fairy tale. They posed questions on behalf of the main characters to organize a discussion about the
content of the work. They found that tasks for students could also be prepared as audio messages.
Assignments could be created in the form of characters’ narrations about events from the fairy tale or
questions from the main characters to students regarding the content of the works. Additionally, video
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Liudmyla L. Nezhyva et al. CEUR Workshop Proceedings 134–148
characters can develop and stimulate conversations with young students.
Students were offered to test platforms like Pictory, Lumen5, and InVideo AI for creating videos using
AI tools. The products of the Pictory platform (https://pictory.ai/?el=2000&htrafficsource=pictoryblog)
can be used as dynamic and visual aids for primary school students. When working on various literary
works, it is essential to motivate young students to engage in reading activities, arouse their interest
in the content, and foster their desire to learn more about the authors. With Pictory, it is possible to
create visually appealing videos with the necessary content. A difficulty in using the program was that
video-generated prompts could only be given in English. However, adding text in any language over the
video is an option. Additionally, music, voice-over,subtitles, AI-generated images, effects, emojis, and
more can be added. This variety of features makes the platform convenient for use in the educational
field.
To start working on the platform, register and choose the educational content option “Script to Video”.
In this window, you will find educational videos. For video generation, text customization in English is
required, dividing it into scenes and using keywords to help form the scenes (visual representation of
the desired content in video format). To do this, highlight the text that reveals the essence of the video
content using the “Highlight” button on the left side panel. The program will automatically break the
text into scenes and generate the video. Then, you can edit the text: change the design, add animations,
background music, and voice-over recorded by yourself. There is a unique navigation panel under the
video for editing. You can change or delete the scene order and adjust the voice- over volume. After
creating the video, click the “Download” button to save it as a project in the app’s library or MP4 format
to the desired resource. The video duration is about 20 minutes and is managed by the video author.
The trial version (video creation and storage) is available for free for 12 days.
As a result of AI generation, you can create a high-quality, dynamic educational product. Pictory
is quite versatile, dynamic, and suitable for lessons to optimize literary works’ perception. With the
app, you can read a story with corresponding visuals, create dialogues between story characters, and
record AI-generated voiceovers. However, this feature is only available in English. Therefore, you can
make recordings with students or use other apps for voiceover recordings. The program is beneficial for
reading poems, as the visual perception of dynamic videos can capture children’s attention to poetry and
create visual images for easier memorization of literary works. The video is created in a few minutes,
and the platform contains over 15,000 ready-made templates that can be used, helping primary school
teachers quickly make the necessary educational content without special video editing skills.
For example, to engage young students’ attention to work and their reading interests, students were
asked to create a photo collage based on the fairy tale “Kotygoroshko”. The creation algorithm is as
follows: prepare the text according to the content of the fairy tale; choose or add pictures that correspond
to its content; add a musical background; or make an audio recording of the narrator (figure 2).
Figure 2: An example of the generation of the tale “Kotygoroshko” in the Pictory program.
Lumen5 (https://lumen5.com/) proved to be an exciting and convenient tool for creating bright,
dynamic, interactive content. It has several key advantages: automated video creation, where the
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platform analyzes the text and generates corresponding video clips with graphics, photos, and music; a
significant number of templates for using and customizing various colors, fonts, and other elements for
text display; and integration of various content sources (articles, blogs, RSS feeds), allowing for quick
video creation based on existing content.
Lumen5 is a valuable tool for educators looking to effectively transform their textual content into
attractive video clips for teaching and focusing students’ attention on literary material. To create
literary content, a teacher can upload a writer’s or poet’s biography, generate interesting videos about
them, and place the text of poems, fairy tales, and stories to be displayed in the video. This educational
product is valuable because students perceive it through different senses, allowing them to read, listen,
and watch. The versatility of content delivery by this neural network makes it extremely attractive for
use in the educational process.
The advantages of using Lumen5 in an educational context include:
• the ability to create multimedia presentations and videos helps visualize complex topics;
• it can be used during distance learning to present theoretical information in an animated form;
• the automation of creating high-quality visual materials reduces the teacher’s preparation time
for lessons.
To use the Lumen5 platform, you need to register. Then click the “Create Video” button on the main
page. Choose from the available templates to create a video. Enter text or paste a link to an article, blog,
or other source to be converted into a video. Lumen5 will automatically analyze the text and suggest
appropriate segments for the video. Distribute the text across different scenes, editing each one, adding
or removing text, changing its position, etc. You can also add and change images, video clips, and
graphics for each scene using the navigation panel on the left. You can use the built-in media library
or upload your own files. Customize colors, fonts, and other design elements according to personal
preferences. Choose a music track from the Lumen5 library to add audio to the video or upload your
own music. A video preview is available before downloading, allowing you to choose different formats
and resolutions depending on your needs and preferences. To save and download the video, simply
click the “Publish” button.
A similar program in functionality is InVideo AI (https://ai.invideo.io). This program quickly creates
videos based on the text and information provided for analysis. The difference with InVideo AI is
the ability to analyze the material specified by the user and create its own text for further video
generation. Based on the selected style and target audience, the program voices the text and displays
corresponding images and video clips. After generating the video, you can change the scenes and text
artificial intelligence suggests. The program is useful for processing interesting facts about the lives of
contemporary artists. Educational products created with this program can be used as an interactive
tool while studying literary works to demonstrate the story’s events. It is alsouseful for visualizing the
images of the main characters, helping students reveal their characters and express their own views
on the situations the characters find themselves in. In this program, you can add any audio file or use
the built-in sound effects and music library. With the program, you can create virtual tours of places
related to the work. For example, you can generate video content with information about a famous
writer in both contemporary and classical interpretations. Students completed assignments to create
video content about T. Shevchenko (figure 3). The advantage of the finished media product is that a
lot of information was quickly analyzed, and the most interesting fragments related to the poet were
selected and combined into a slideshow. This includes important biographical information, works, and
paintings by the artist, as well as images on currency notes.
To generate a video, you need to write a script or plan for the voice-over, upload the audio or photos
you want to use in the video and choose a provided template. You can also use AI-generated video
based on the user’s script and the provided information about the desired video content. The program
analyzes the content and creates the video, which can be edited. If the high-quality educational product
meets the user’s needs, the video can be downloaded and shared on social networks.
Let’s note that Pictory, Lumen5, and InVideo AI programs offer free trial versions, making them
accessible for use in preparing primary school teachers. These tools can be employed to create modern,
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Figure 3: An example of generating a biography of T. Shevchenko in the InVideo AI program.
interactive didactic resources aimed at enhancing reading activities and fostering reading interests
among young students. Table 2 presents the features of each video-generating program.
4. Discussion
The results of this study demonstrate the potential of using AI tools for generating literary-artistic
content in preparing primary school teachers for professional activities. The findings highlight the
importance of integrating AI technologies into teacher education programs to foster the development
of digital literacy skills, promote innovative teaching methods, and cultivate a mindset of continuous
learning and adaptation.
The survey results reveal that while most students are generally aware of AI technologies, they
require further knowledge and training to effectively apply AI tools in their future classrooms. This
underscores the need for comprehensive AI competency development in teacher preparation programs.
By engaging pre-service teachers in hands-on experiences with AI tools, such as creating multimedia
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Table 2
Analysis of artificial intelligence programs for generating videos with literary content.
Criterion Pictory Lumen5 InVideo AI
Functional Visual interactive stories Transform text into video Video editing using
artificial intelligence
Using Create and share story pages Convert written content to Create professional videos
video quickly and easily
Advantages Dynamic and visually appeal- Automated video creation, Quick video creation, the abil-
ing videos, the ability to cre- the possibility of creating ity to create interactive con-
ate videos from scratch, inte- multimedia presentations, tent, the ability to voice the
gration with various content the possibility of use during text in Ukrainian
sources distance learning
Disadvantages English language interface, English language interface, Paid, English interface, inabil-
limited video duration in the limited video duration in the ity to create your own text,
trial version trial version only edit and delete
Cost Free trial, paid plans Free and paid versions Free version and paid plans
didactic tools based on literary material, we can enhance their confidence and proficiency in leveraging
these technologies for educational purposes.
The advantages of using AI tools for generating literary-artistic content, as identified by the partici-
pants, include the ability to create engaging and interactive learning experiences, facilitate personalized
learning, and support the development of students’ creativity and critical thinking skills. However, the
study also reveals potential challenges and limitations, such as the need for careful curation and valida-
tion of AI-generated content, the importance of providing adequate technical support and resources,
and the necessity of addressing ethical concerns.
The integration of AI technologies in educational settings raises critical ethical considerations that
must be addressed to ensure responsible and beneficial implementation. This study proposes several
measures to mitigate potential risks, including:
• ensuring the accuracy and appropriateness of AI-generated content through rigorous content
validation processes and teacher training;
• promoting responsible and transparent use of AI technologies by developing clear policies,
providing transparency about AI usage, and fostering open dialogue among stakeholders.
5. Conclusions and prospects for further research
The modern generation of students requires new approaches to learning and presenting educational
material. Therefore, the proposed tasks of generating literary-artistic content for primary school
are useful and practical for preparing future teachers for professional activities in the context of
informatization.
The integration of AI tools for generating literary-artistic content in primary school teacher prepara-
tion has significant implications for sustainable education practices. By developing pre-service teachers’
digital literacy skills, promoting innovative teaching methods, and fostering a culture of continuous
learning and adaptation, this approach contributes to the long-term sustainability of education in the
face of rapid technological advancements.
The described capabilities of artificial intelligence programs confirm the importance of using in-
strumental music services in teaching practice to create literary-artistic content for literature reading
lessons. Each of the analyzed AI programs diversifies the study of poetry for children, gives a new
sound to poetic works, and helps deeply feel and explore the moods and emotions conveyed by the
authors. Young students perceive poetic works with greater interest and attention when accompanied
by music. We are confident that the AI programs analyzed by the authors of this article will help future
teachers develop innovative multimedia products to ensure the realization of literary education tasks in
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primary school. Through detailed testing of AI programs, we highlight their advantages in creating
literary-artistic content for young students. In the Suno program, the undeniable advantages are the free
version, simplicity and ease of use, increased text length for poems, and fast song creation. The Udio
program contains the original content of the developers and more options for musical compositions.
The Boomy program allows you to record your audio and use it to create songs.
By analyzing the specifics of using Pictory, Lumen5, and InVideo AI, it is worth emphasizing their
capabilities to significantly increase students’ interest in perceivinggenerated educational material and
activating reading activities. These AI programs allow for creating visually appealing and engaging
content that attracts students’ attention, motivates them to study the material, facilitates perception,
and aids in quickly memorizing educational material. This includes the visual representation of writers’
biographies and visualization of characters, events, and plots. Such educational products are valuable
because students perceive them through different senses, enabling them to read, listen, and watch.
As AI technologies continue to evolve, it is crucial for teacher education programs to embrace these
tools and equip future educators with the competencies needed to harness their potential effectively.
By doing so, we can ensure that the next generation of primary school teachers is well-prepared to
navigate the challenges and opportunities presented by the digital age, ultimately promoting sustainable
education practices that benefit learners, educators, and society as a whole.
It is undoubtedly necessary to continue researching the directions of using artificial intelligence in
the professional activities of primary school teachers, developing methods for applying AI-generated
content in various areas of primary education, and for the professional development of future educators.
Author Contributions: Conceptualization and methodology, Svitlana P. Palamar and Serhiy O. Semerikov; investigation,
writing – review & editing, Svitlana P. Palamar, Liudmyla L. Nezhyva, Nataliia O. Semenii and Serhiy O. Semerikov; data
curation, Svitlana P. Palamar, Liudmyla L. Nezhyva and Serhiy O. Semerikov; formal analysis, Svitlana P. Palamar and
Liudmyla L. Nezhyva; writing – original draft, Svitlana P. Palamar, Liudmyla L. Nezhyva and Nataliia O. Semenii; visualization,
supervision, project administration, Svitlana P. Palamar; validation, resources, Serhiy O. Semerikov. All authors have read and
agreed to the published version of the manuscript.
Declaration on Generative AI: During the preparation of this work, the authors used Claude 3.5 Sonnet in order to:
Improve writing style. Further, the authors used Grammarly in order to: Grammar and spelling check. After using these tools,
the authors reviewed and edited the content as needed and takes full responsibility for the publication’s content.
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