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

● high · 2026-08-09ai-literacy, teacher-training, k-12, stem-education, higher-ed, generative-ai, faculty-development, ai-education

Synthesis: Amponsah, Adu-Boahen, Commey-Mintah, Kumassah, Ayittey & Nketsiah (2026) survey 380 pre-service science teachers in Ghana using UTAUT and TPB frameworks, finding generally positive AI perceptions but a gap between intention and actual classroom use. ChatGPT emerged as the most used AI tool, with research, content explanation, and lesson planning as primary purposes.

Key Findings

  • 380 pre-service science teachers surveyed from Ghana science education programmes
  • ChatGPT most used AI tool, primarily for research, content explanation, and lesson planning
  • Positive attitudes and intentions toward AI adoption, but actual classroom use remains moderate
  • UTAUT + TPB frameworks guided the study (Unified Theory of Acceptance and Use of Technology; Theory of Planned Behaviour)
  • Key barriers: insufficient digital infrastructure, need for professional development, lack of institutional policies
  • Gap identified: positive behavioral intentions do not translate to consistent classroom AI integration without systemic support

    • Implications

    This study provides a Global South perspective on AI Literacy and teacher AI adoption, complementing research primarily from Western contexts. The intention-practice gap mirrors findings in Teacher AI Adoption Confidence, where institutional support was found to build teacher confidence. For Faculty Development and Professional Training, the study underscores that AI tool access alone is insufficient — targeted professional development and digital infrastructure investment are prerequisites for meaningful classroom integration.

    The finding that ChatGPT dominates pre-service teacher AI use echoes broader trends identified in GenAI Usage Design Students Survey and suggests that AI Literacy curricula should address responsible and critical use of general-purpose AI tools rather than focusing on education-specific platforms.

    Connected Concepts

  • AI Literacy
  • Professional Training
  • Faculty Development
  • STEM Education
  • K 12
  • AI Education
  • Teacher AI Competency

    • Connected Articles

  • Teacher AI Adoption Confidence — AI Adoption Among Teachers: Insights on Concerns, Support, Confidence, and Attitudes
  • GenAI Usage Design Students Survey — A Study of GenAI Usage by Design Students
  • AI Higher Ed Workforce Survey — AI in Higher Education and the Workforce Survey
  • AI TPACK Preservice Math Teachers — AI-TPACK for Preservice Math Teachers
  • Connected AI Lesson Planning Vietnam — Connected AI Lesson Planning in Vietnam

    • 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. EdArXiv. doi:10.35542/osf.io/7yqbe_v1. (Published in Advances in Research, doi:10.31014/aior.1993.09.03.724).