Curriculum Innovation: Integrating AI Literacy and Tools into Science Teacher Education and Classroom Practice
Abstract
Artificial intelligence (AI) is transforming educational systems globally, creating an urgent need for science teacher education programmes to equip pre-service and in-service teachers with AI literacy and the pedagogical competencies required to integrate AI tools into science teaching and learning. However, limited curriculum innovation in many teacher education programmes has hindered the effective adoption of AI -driven instructional practices. This study examined curriculum innovation through the integration of AI literacy and AI-powered tools into science teacher education and classroom practice. Specifically, it investigated the extent of AI integration in teacher education curricula, science teachers' AI literacy, factors influencing classroom implementation, and strategies for effective curriculum reform. A mixed-methods research design was adopted. The study involved 320 pre-service and in-service science teachers and 25 science teacher educators selected through stratified random and purposive sampling techniques. Data were collected using a validated AI Literacy and Curriculum Innovation Questionnaire (Cronbach's α = .91) and semi -structured interview guides. Quantitative data were analysed using descriptive statistics and multiple regression, while qualitative data were analysed thematically. Findings indicated that AI literacy significantly predicted teachers' intention to integrate AI tools into science instruction (β = .63, p < .001), while institutional support and professional development emerged as critical facilitators. Qualitative findings further revealed that curriculum redesign, continuous capacity building, and ethical AI training are essential for sustainable implementation. The study concludes that embedding AI literacy within science teacher education curricula is fundamental to preparing future-ready science educators and recommends policy-driven curriculum reforms and sustained professional development initiatives