ISSN: 2226-6348
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Artificial Intelligence (AI) is increasingly influencing education, particularly in teaching, learning, assessment and educational decision-making. However, its educational value largely depends on teachers’ ability to apply their AI knowledge in pedagogically meaningful ways in the classroom. This conceptual paper proposes a framework for the understanding of transitioning of rural primary science teachers into learning and teaching Science, Technology, Engineering and Mathematics (STEM) with AI. Drawing on the latest literature on AI literacy, teacher readiness for AI, AI-integrated STEM pedagogical practice, professional development and technology integration in rural areas. The paper identifies three interrelated constructs comprising AI knowledge, AI readiness and AI-integrated STEM pedagogical practice. Will-Skill-Tool is the most important theoretical lens used to understand the importance of enabling resources and institutional conditions, teacher knowledge and willingness. The proposed framework situates AI readiness between the knowledge and the pedagogical practice, recognizes a pathway from knowledge to practice and provides room for the development of AI competence in the form of literacy. The concept of ‘rural contextual conditions’ focuses on factors that can support or hinder implementation such as digital infrastructure, access to AI tools, professional development and school support. The framework includes propositions and implications for teachers, professional development providers, school leaders, policymakers and additional empirical research.
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