The Role of Artificial Intelligence in the Transformation of Science Education: Emphasizing Biology Education

Authors

1 Department of Biology Education, Farhangian University, Tehran, Iran

2 Ministry of Education, Region 5 Education Department, Tehran, Iran

10.48310/istt.2026.24029.1287

Abstract

Background and Objectives



The rapid development of artificial intelligence (AI), particularly generative AI, has created new opportunities for transforming science education. Biology education, given the conceptual complexity and dynamic nature of biological processes, offers considerable potential for purposeful AI integration. This study examined the role of AI in transforming science education, focusing on its applications, emerging teaching–learning models, teacher roles, opportunities, challenges, and ethical considerations in biology education.



Methods



An analytical narrative review was conducted. Relevant scientific, review, conceptual, and policy publications, primarily from 2020 to 2026, were identified through targeted searches of Web of Science, Scopus, ERIC, ScienceDirect, SpringerLink, IEEE Xplore, PubMed, and Google Scholar, along with relevant UNESCO documents. After screening and full-text assessment, 17 sources were included, with 10 studies selected for deeper analysis. Data were extracted using a researcher-developed form and analyzed through qualitative content analysis and narrative synthesis based on constructivism, TPACK, and a human-centered AI framework.



Findings



AI supports personalized learning, content development, immediate feedback, learning analytics, simulation, research activities, instructional design, and teacher professional development. In biology education, these capabilities can facilitate learning of complex concepts, inquiry, scientific reasoning, and research activities. The findings also indicate a shift from technology-centered use toward pedagogically purposeful and human-centered integration, with teachers increasingly acting as designers, facilitators, evaluators, and supervisors. Key challenges include inaccurate outputs, algorithmic bias, privacy concerns, unequal access, learner dependency, and insufficient AI literacy.



Conclusion



AI should be viewed as a complementary pedagogical mediator, not a replacement for teachers or learners. Effective integration requires sound pedagogical design, teacher and learner empowerment, scientific validation of AI-generated content, and appropriate ethical and policy frameworks. Further empirical and longitudinal research, particularly in biology education and Iran, is needed to clarify its long-term effects and effective implementation conditions.

Keywords

Main Subjects

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History

  • Receive Date: 05 August 2026
  • Revise Date: 19 August 2026
  • Accept Date: 13 September 2026
  • First Publish Date: 13 September 2026
  • Publish Date: 23 July 2026

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