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Integrating generative AI into STEM education: Insights from science and mathematics teachers

Artigo2025

Abdulla Al Darayseh ORCID; Nazan Mersin ORCID

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Resumo

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.

Dados da obra

Tipo
Artigo
Periódico
International Electronic Journal of Mathematics Education, v. 20, n. 3, p. em0832
Ano
2025 (2025-04-02)
Idioma
en
Palavras-chave
generative AI; STEM education; teacher perceptions; technology acceptance; self-efficacy; perceived ease of use; teacher attitudes toward AI; gender differences; mathematics teachers; science teachers; behavioral intention
Temas
Tecnologias Digitais
DOI
10.29333/iejme/16232
ISSN
1306-3030
Licença
cc-by
Acesso
Acesso aberto
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
DARAYSEH, Abdulla Al; MERSIN, Nazan. Integrating generative AI into STEM education: Insights from science and mathematics teachers. International Electronic Journal of Mathematics Education, v. 20, n. 3, p. em0832, 2025. DOI: https://doi.org/10.29333/iejme/16232.

APA

Darayseh, A. A., & Mersin, N. (2025). Integrating generative AI into STEM education: Insights from science and mathematics teachers. International Electronic Journal of Mathematics Education, 20(3), em0832. https://doi.org/10.29333/iejme/16232

BibTeX
@article{darayseh2025,
  author = {Darayseh, Abdulla Al and Mersin, Nazan},
  title = {Integrating generative AI into STEM education: Insights from science and mathematics teachers},
  year = {2025},
  journal = {International Electronic Journal of Mathematics Education},
  volume = {20},
  number = {3},
  pages = {em0832},
  doi = {10.29333/iejme/16232},
  language = {en}
}
RIS
TY  - JOUR
AU  - Darayseh, Abdulla Al
AU  - Mersin, Nazan
TI  - Integrating generative AI into STEM education: Insights from science and mathematics teachers
PY  - 2025
JO  - International Electronic Journal of Mathematics Education
VL  - 20
IS  - 3
SP  - em0832
DO  - 10.29333/iejme/16232
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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