Transformative Pedagogical Innovations: Harnessing Ai Driven Technology for Effective Science Intervention Materials in General Chemistry

Abstract

This study entitled, “TRANSFORMATIVE PEDAGOGICAL INNOVATIONS: HARNESSING AI DRIVEN TECHNOLOGY FOR EFFECTIVE SCIENCE INTERVENTION MATERIALS IN GENERAL CHEMISTRY”, explored how AI-driven technology can be integrated into transformative pedagogical innovations to improve science intervention materials in General Chemistry 1. A total of sixty science teachers participated, most of whom were female, aged 31–35, and holding master’s units, with the majority serving as Teacher III. Results showed that teachers strongly recognized the value of AI in enhancing student preparedness, addressing learning limitations, explaining lessons more effectively, and supporting the elaboration and evaluation of concepts. Despite these benefits, teachers also reported notable challenges, particularly in replacing traditional methods, coping with added complexities in the teaching learning process, and achieving planned learning goals. Statistical tests revealed no significant differences in AI integration and challenges across demographic groups, except for sex in relation to elaboration and evaluation. Overall, the study concluded that while AI offers meaningful opportunities for student engagement and instructional improvement, it also brings barriers that may hinder teaching efficiency. It is therefore recommended that continuous teacher training, institutional support, and further research on practical AI applications be prioritized to maximize its potential in science education.