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📄 Research Article

Perceptions and Acceptance of Artificial Intelligence in Science Education Programmes: Voices of Pre-Service Science Teachers

● high · 2026-08-12teacher-ai-competency, teacher-role, ai-literacy, higher-ed, stem-education, survey, equity, global-south

Synthesis: This survey of 380 pre-service science teachers in Ghana, guided by UTAUT and the Theory of Planned Behaviour, finds generally positive perceptions of AI and strong intentions to use it, with ChatGPT the most frequently used tool for research, content explanation, and lesson planning. Positive attitudes and favorable effort expectancy were not fully matched by actual adoption, indicating an acceptance-to-use gap.

Key Findings

1. Positive perceptions. Pre-service science teachers recognized AI's potential to improve teaching quality, instructional effectiveness, and student learning outcomes.

2. ChatGPT dominance. ChatGPT emerged as the most frequently used AI tool, with research, content explanation, and lesson planning as the primary purposes.

3. Acceptance–use gap. Despite positive attitudes, favorable effort expectancy, and strong behavioural intentions, actual adoption of AI remained uneven.

Implications

For Teacher AI Competency and Teacher Role development, the findings point to a gap between teacher-candidates' enthusiasm for AI and their realized classroom use. The study's grounding in Higher Ed and STEM Education teacher preparation suggests that initial teacher education should move beyond awareness toward structured practice and Faculty Development that closes the intention-to-use gap.

Conducted in Ghana, the work also speaks to Equity In AI Education and Equity contexts where AI tools like ChatGPT are entering teacher education unevenly, with implications for Educational Policy AI and for building AI Literacy in institutions with limited infrastructure.

Connected Concepts

  • Teacher AI Competency
  • Teacher Role
  • AI Literacy
  • Higher Ed
  • STEM Education
  • Equity In AI Education
  • Faculty Development
  • Educational Policy AI

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    • Citation

    Amponsah, K. D., Adu-Boahen, J., Commey-Mintah, P., Kumassah, E. K., Ayittey, R. F., & Nketsiah, J. (2026). Perceptions and acceptance of artificial intelligence in science education programmes: Voices of pre-service science teachers. doi:10.31014/aior.1993.09.03.724.