PERCEIVED INFLUENCE OF AI-INTEGRATED SCIENCE EDUCATION ON SUSTAINABLE DEVELOPMENT OUTCOMES IN PORT HARCOURT METROPOLIS

Abstract

This study examines the perceived influence of AI-integrated science education on sustainable development outcomes in Port Harcourt Metropolis. In line with the aim of the study, two objectives, two research questions and two hypotheses were formulated to guide the study.  The study adopted a descriptive research design, the population for the study consisted of 1,899 senior secondary school teachers, drawn from 39 public senior secondary schools in Port Harcourt Metropolis. A purposive sampling technique was employed to select 400 participants with relevant experience and exposure to AI tools. Data were collected through a structured questionnaire designed to capture perceptions of science teachers on AI’s contribution to sustainable development, effectiveness in teaching and learning, adoption barriers, and long-term prospects. Mean and standard deviation were used to answer the research questions while t-test was used to test the hypotheses at 0.05 level of significance. Findings of this study revealed that teachers in Port Harcourt Metropolis strongly perceive AI-integrated science education as contributing significantly to sustainable development outcomes, the study also revealed that inadequate infrastructure, lack of teacher training, high costs of acquiring AI technologies, and limited access to digital devices by students remain the most pressing barriers to AI adoption in Port Harcourt science classrooms. Based on the findings the study recommended among other that; The national curriculum should incorporate AI and digital learning tools in science subjects, government and stakeholders should invest in digital infrastructure such as devices, internet access, and power supply.