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Integrating Generative AI into STEM Education: Insights from Science and Mathematics Teachers

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  • Author(s): Abdulla Al Darayseh (ORCID Abdulla Al Darayseh (ORCID 0000-0001-8006-9320); Nazan Mersin (ORCID Nazan Mersin (ORCID 0000-0002-4208-3807)
  • Language:
    English
  • Source:
    International Electronic Journal of Mathematics Education. 2025 20(3).
  • Publication Date:
    2025
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com
    • Peer Reviewed:
      Y
    • Source:
      13
    • Subject Terms:
      Artificial Intelligence; STEM Education; Science Teachers; Mathematics Teachers; Teacher Attitudes; Technology Uses in Education; Educational Technology; Self Efficacy; Anxiety; Usability; Program Effectiveness; Intention; Gender Differences; Foreign Countries; Teacher Characteristics
    • Subject Terms:
      Turkey
    • ISSN:
      1306-3030
    • Abstract:
      This study investigates the perceptions of STEM teachers regarding the integration of generative artificial intelligence (AI) applications into classroom settings, using the extended Technology Acceptance Model (TAM) as the framework. The study examines self-efficacy, anxiety, perceived ease of use, expected benefits, attitudes, and behavioral intentions toward AI applications. Data was collected from 448 mathematics and science teachers across various Turkish provinces through an online survey. Results revealed a generally positive attitude toward AI, with male teachers exhibiting higher self-efficacy and perceived ease of use compared to female teachers. However, no significant differences were found across other TAM dimensions, such as stress, anxiety, and expected benefits, based on gender, age, or teaching experience. These findings suggest that while STEM teachers are generally open to AI adoption, targeted interventions are needed to address gender disparities and improve ease of use.
    • Abstract:
      As Provided
    • Publication Date:
      2025
    • Accession Number:
      EJ1469692