Charting the Future of AI-supported Science Education: A Human-Centered Vision
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arXiv
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| Format: | Preprint |
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2026
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| author | Zhai, Xiaoming Crippen, Kent |
| author_facet | Zhai, Xiaoming Crippen, Kent |
| contents | This concluding chapter explores how artificial intelligence (AI) is reshaping the purposes, practices, and outcomes of science education, and proposes a human-centered framework for its responsible integration. Drawing on insights from international collaborations and the Advancing AI in Science Education (AASE) committee, the chapter synthesizes developments across five dimensions: educational goals, instructional procedures, learning materials, assessment, and outcomes. We argue that AI offers transformative potential to enrich inquiry, personalize learning, and support teacher practice, but only when guided by Responsible and Ethical Principles (REP). The REP framework, emphasizing fairness, transparency, privacy, accountability, and respect for human values, anchors our vision for AI-supported science education. Key discussions include the redefinition of scientific literacy to encompass AI literacy, the evolving roles of teachers and learners in AI-supported classrooms, and the design of adaptive learning materials and assessments that preserve authenticity and integrity. We highlight both opportunities and risks, stressing the need for critical engagement with AI to avoid reinforcing inequities or undermining human agency. Ultimately, this chapter advances a vision in which science education prepares learners to act as ethical investigators and responsible citizens, ensuring that AI innovation aligns with human dignity, equity, and the broader goals of scientific literacy. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2602_18471 |
| institution | arXiv |
| publishDate | 2026 |
| record_format | arxiv |
| spellingShingle | Charting the Future of AI-supported Science Education: A Human-Centered Vision Zhai, Xiaoming Crippen, Kent Computers and Society Artificial Intelligence This concluding chapter explores how artificial intelligence (AI) is reshaping the purposes, practices, and outcomes of science education, and proposes a human-centered framework for its responsible integration. Drawing on insights from international collaborations and the Advancing AI in Science Education (AASE) committee, the chapter synthesizes developments across five dimensions: educational goals, instructional procedures, learning materials, assessment, and outcomes. We argue that AI offers transformative potential to enrich inquiry, personalize learning, and support teacher practice, but only when guided by Responsible and Ethical Principles (REP). The REP framework, emphasizing fairness, transparency, privacy, accountability, and respect for human values, anchors our vision for AI-supported science education. Key discussions include the redefinition of scientific literacy to encompass AI literacy, the evolving roles of teachers and learners in AI-supported classrooms, and the design of adaptive learning materials and assessments that preserve authenticity and integrity. We highlight both opportunities and risks, stressing the need for critical engagement with AI to avoid reinforcing inequities or undermining human agency. Ultimately, this chapter advances a vision in which science education prepares learners to act as ethical investigators and responsible citizens, ensuring that AI innovation aligns with human dignity, equity, and the broader goals of scientific literacy. |
| title | Charting the Future of AI-supported Science Education: A Human-Centered Vision |
| topic | Computers and Society Artificial Intelligence |
| url | https://arxiv.org/abs/2602.18471 |