EXPLORING SCIENCE TEACHERS' ATTITUDES AND COMPETENCY IN USING AI FOR SUSTAINABLE CHEMISTRY AND PHYSICS EDUCATION AMONG COLLEGES OF EDUCATION IN OGUN STATE, NIGERIA

Abstract

The integration of Artificial Intelligence (AI) in education is transforming teaching and learning methodologies globally. However, its adoption in Nigerian science education, particularly in chemistry and physics, remains underexplored. This study examines the attitudes and competency levels of science teachers in colleges of education toward AI integration for sustainable chemistry and physics education. Employing a descriptive survey research design, data were collected from 66 lecturers (34 chemistry and 32 physics), through, a stratified random sampling, in Ogun State using a structured questionnaire. The instrument’s validity was ensured through expert review and pilot testing, while reliability was confirmed using Cronbach’s Alpha (0.82–0.85), indicating high internal consistency The findings reveal that while 60.61% of lecturers hold positive attitudes toward AI, 34.85% report low competency in AI integration. Key challenges include limited AI training (54.55%) and restricted access to AI tools (45.45%). The study underscores the need for targeted professional development programs, improved infrastructure, and policy support to enhance AI adoption in science education. By addressing these barriers, AI can be leveraged to foster sustainable education and equip future educators with essential digital competencies.