Opinions of Science Teachers Trained at the MoNE Academy on the Necessity of Digital Skills for Artificial Intelligence Applications in Education

Abstract

The purpose of this study is to examine the views of science teachers enrolled in the MoNE Academy regarding the use of artificial intelligence (AI) in education. Conducted using a phenomenological design—one of the qualitative research methods—the study’s sample consisted of four science teachers selected through purposive sampling. Data were collected through semi-structured interviews, and analyzed using Interpretative Phenomenological Analysis (IPA) supported by thematic coding procedures. Research findings indicate that teachers view artificial intelligence as a tool that enhances efficiency in lesson planning, material development, and accessing information. Participants emphasized that digital skills and the ability to craft effective prompts are critical to achieving successful outcomes with AI. It has also been noted that AI holds strong potential for making abstract concepts more concrete in science education, for producing visual content, and for implementing differentiated instruction. However, teachers have emphasized the need to verify the accuracy of AI outputs, noting that strong subject matter expertise provides a fundamental safeguard against misinformation and misconceptions. In conclusion, artificial intelligence is not positioned as a technology that replaces teachers, but rather as a tool that supports and enriches pedagogical practices. Research findings indicate that the integration of artificial intelligence into education requires a holistic approach addressing both digital skills and pedagogical content knowledge.