Reimagining Science Education in the Era of Artificial Intelligence

Abstract

Artificial intelligence (AI) is increasingly transforming the nature of knowledge production, scientific inquiry and educational practice. Science education, traditionally characterised by teacher-centred instruction, textbook-based learning, memorisation, practical experiments and conventional assessment, now requires significant rethinking in response to the capabilities of AI. The emergence of generative AI and other intelligent technologies provides opportunities to personalise science learning, enhance scientific experimentation, support data analysis, improve assessment and develop students' scientific and digital competencies. The Organisation for Economic Co-operation and Development (OECD, 2025) argues that the development of powerful AI requires education systems to reconsider the competencies, knowledge, skills and attitudes that learners need, including the goals and experiences embedded in existing curricula.  UNESCO (2024) similarly emphasises that AI is changing the traditional teacher–student relationship into a teacher–AI–student relationship and calls for teachers to develop competencies in AI ethics, AI foundations, AI pedagogy and professional learning.  This paper examines the need to reimagine science education by integrating AI with scientific inquiry, experimentation, curriculum development, assessment and teacher professional development. It argues that AI should complement rather than replace science teachers, laboratory experiences and students' cognitive engagement. The paper concludes that responsible integration of AI can make science education more personalised, innovative, inquiry-oriented and relevant to contemporary society when supported by adequate infrastructure, teacher competence, ethical safeguards and appropriate curriculum reform.