Exploring Chemistry Teachers’ Knowledge and Perceptions of AI: Opportunities and Challenges

Abstract

In the field of education, the integration of technology has grown, providing new opportunities for teaching and learning. One emerging technology that has gained attention is Artificial Intelligence (AI). This study investigates Lebanese chemistry teachers’ knowledge and perceptions of AI, examining the benefits and challenges they anticipate or experience in their teaching practices while integrating AI. This study adopted a descriptive analytical approach, and a questionnaire was used for data collection and analysis. A total of 285 chemistry teachers completed the questionnaire. Our findings revealed that teachers have limited knowledge of AI. Nonetheless, teachers’ perception of AI was predominantly positive. Teachers view AI as beneficial for chemistry teaching, indicating the widespread recognition of its potential advantages. However, despite recognizing its benefits, teachers have also identified several challenges associated with AI integration. These results underscore the need for ongoing support and training for teachers to effectively integrate AI into their practice, addressing both technical and pedagogical aspects.