Artificial Intelligence Integration in STEM Instruction in Senior Secondary Schools: Opportunities and Challenges.

Abstract

Artificial Intelligence (AI) has emerged as a transformative force in education, offering innovative tools that enhance teaching, learning, and assessment processes, particularly in STEM (Science, Technology, Engineering, and Mathematics) education. This paper reviews existing literature on science teachers’ perceptions of AI integration in STEM instruction at the senior secondary school level. It examines how teachers’ awareness, attitudes, and perceived ease of use influence AI adoption in classroom practices. The review further explores the opportunities and challenges of integrating AI-driven technologies such as intelligent tutoring systems, adaptive learning platforms, and automated assessment tools within STEM classrooms. Findings from reviewed studies indicate that while science teachers generally recognize the potential of AI in improving instructional quality and student engagement, barriers such as inadequate training, limited infrastructure, and low awareness hinder effective adoption. The paper concludes that AI has the potential to transform STEM teaching and learning when adoption is guided by positive teacher perception, supported by robust infrastructure, ongoing professional development, and coherent policy frameworks. It was recommended that capacity building, curriculum redesign, and policy interventions need to be address to enhance AI readiness among science teachers and foster a more technologically responsive STEM education ecosystem.