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Teachers’ Perceptions of Artificial Intelligence (AI)-Supported Science Education: Evidence from Schools

Joseph Reno(1),


(1) École Polytechnique
Corresponding Author

Abstract


This study examines teachers’ perceptions of artificial intelligence (AI)-supported science education in schools in France. An exploratory qualitative design was used to collect responses from teachers through semi-structured questionnaires, and the data were analyzed thematically. Teachers perceived AI as potentially useful for lesson planning, differentiated instruction, formative feedback, and student engagement in science education. However, teachers also identified concerns related to data privacy, algorithmic bias, unequal access to digital infrastructure, limited institutional guidance, and insufficient professional training. Participants emphasized the need to connect AI tools with conceptual understanding, inquiry-based learning, and responsible scientific practice. The study highlights teacher readiness, ethical governance, and equitable infrastructure as essential conditions for sustainable AI integration in science education.

Keywords


Artificial intelligence; Inquiry-based learning; Science education; Teacher perception; TPACK

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