Abstract
Currently, there is limited discourse and empirical evidence on how basic school science teachers engage with Artificial Intelligence (AI) in low-resource contexts. Existing studies largely focus on higher education or well-resourced school systems and often emphasise teachers’ attitudes rather than their instructional practices and contextual constraints. This study addresses this gap by examining Junior High School (JHS) science teachers’ perceptions, reported uses, and challenges related to AI integration for teaching science in the Wenchi Municipality. The study adopted a quantitative descriptive survey design using a census approach involving all 72 public JHS science teachers in the municipality. Data were collected through a structured questionnaire and analysed using descriptive statistics, including frequencies, percentages, means, and standard deviations. The findings revealed that teachers at the JHS in Ghana currently hold a positive perception towards AI. This is based on their belief that AI has the potential to enhance lesson preparation, instructional effectiveness, and students’ development of 21st-century skills. However, their classroom use of AI was based on using AI for tasks such as information gathering and differentiation of lessons and summarising complex scientific concepts. They also pinpointed some key challenges they face in using AI in their classrooms which include time constraints, connectivity challenges, and restricted access to appropriate AI tools. These findings highlight a readiness–practice gap and underscore the need for targeted capacity-building initiatives and context-responsive policy interventions to support meaningful AI integration in JHS science education.
Keywords
Artificial intelligence Science education Junior high school Teacher perceptions Instructional practices Low-resource contexts Ghana
Ethical Statement
All procedures performed in this study involving human participants were conducted in accordance with ethical standards. Ethics approval was obtained from the University of Education, Winneba Ethical Review Board.
Thanks
We would like to thank the İzmir Academy Association, the publisher of the Journal of AI.
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Details
| Primary Language | English |
|---|---|
| Subjects | Artificial Life and Complex Adaptive Systems |
| Journal Section | Research Article |
| Authors | |
| Submission Date | January 5, 2026 |
| Acceptance Date | February 26, 2026 |
| Publication Date | March 13, 2026 |
| IZ | https://izlik.org/JA76DB35EP |
| Published in Issue | Year 2026 Issue: 10 |
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