Abstract
A review of the literature using the PRISMA 2020 framework conducts a systematic review of the integration of the use of artificial intelligence (AI) in science education as it pertains to teacher education. Research conducted from 2015 to 2025 from major academic databases to conduct an extensive systematic literature review identified a major change in approach from traditional Intelligent Tutoring Systems (ITS) toward Collaborating with Al and Generative Al. The synthesis of the findings produced seven significant themes: Al Literacy: Personalized Learning; GenAl Apps: Virtual Labs; Al-Assisted Assessment: Inquiry-Based Science Learning; and Professional Development. Although artificial intelligence has tremendous potential for providing engaging individualized educational experiences, there are several hurdles to overcome when incorporating Al into school-based learning environments. These challenges can take the form of technical inaccuracies; issues related to pedagogy (e.g., cognitive overload); and ethical considerations (e.g.. algorithmic bias and data privacy). As a result, there is a very large divide between the potential use of artificial intelligence as a technological medium and the extent to which teachers actually use artificial intelligence in their classrooms. The assessment reaches the conclusion that overall it will be imperative to conduct a comprehensive structural reform to teacher education curricula to foster the development of Al literacy in all three forms (theoretical, practical, and ethical judgement), most prominently through frameworks such as AlknowSense. Moving forward, educators will play an increasingly different role as facilitators rather than as providers of information; rather, they will design learning environments that include Al as a cognitive scaffold. Future research efforts should primarily consist of longitudinal studies and hybrid Al ecosystems, specifically combining large-scale language models or Al tools for learning and instruction with simulations and augmented reality for the purpose of developing an equitable, inclusive and evidence-based approach to science education.
Keywords: artificial intelligence, science pedagogy, teacher education. Al literacy, generative Al.
References:
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