ISSN: 2226-6348
Open access
Artificial intelligence (AI) is increasingly being integrated into education, including science teaching, creating a growing need for teachers to possess appropriate knowledge and skills to use the technology effectively. This systematic literature review aimed to identify the level of teachers’ knowledge and skills regarding the use of AI in Science subjects. The review was conducted based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. A total of 1,456 articles were initially identified from Scopus, Web of science, and Google Scholar. Following the screening, eligibility, and quality assessment processes using the Mixed Methods Appraisal Tool (MMAT), 34 articles published between 2022 and 2026 were included in the final analysis. The findings indicate that teachers’ knowledge regarding the use of AI in science teaching is generally at a basic and developing level, particularly in relation to pedagogical applications, technological limitations, evaluation of AI-generated content, and appropriate use in science teaching. Teachers also demonstrate limited skills in using AI, particularly in technical application, pedagogical integration, assessment and scientific modelling, adaptation to students’ learning needs, and responsible use. The findings further highlight the importance of structured and continuous professional development, technology-related experience, accessible training resources, and opportunities for practical application in supporting the development of teachers’ AI knowledge and skills. Overall, meaningful AI integration in science teaching requires the development of both teachers’ knowledge and practical skills, supported by professional learning that integrates technological, pedagogical, and science-content knowledge.
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