Exploring Teacher Trainees’ Perspectives on Integrating Artificial Intelligence (AI) Into Primary School Science Education: A Case Study

The integration of Artificial Intelligence (AI) in education has become a significant area of research due to its potential to transform teaching and learning (T&L) processes. However, little is known about the perspectives of teacher trainees regarding AI integration in primary school science education. This study addresses this gap by exploring the attitudes, beliefs and concerns of teacher trainees toward AI implementation. The primary objective is to identify the possibility, challenges and effectiveness of AI in primary school science teaching. This study is grounded in the Technology Acceptance Model (TAM), which assess users’ acceptance of new technologies. A qualitative case study design is employed using structured interviews with four purposively selected teacher trainees. The collected data undergo thematic analysis to uncover patterns and themes related to AI integration. The findings provided that AI has the potential to transform science teaching by offering personalised learning experiences and making abstract concepts more accessible through visualisations and simulations. However, significant challenges remain including inadequate teacher training and unequal access to AI tools especially in rural areas. The study concludes that while AI presents great opportunities for enhancing primary science education, address barriers like training and access is critical for its successful integration.