Primary School Science Teachers’ Perceptions, Practices and Challenges in Developing Instructional Materials through AI

Increasing use of artificial intelligence in education has transformed the instructional practices and teaching learning resources. This study aims to explore the perceptions, practices and challenged faced by primary school science teachers for developing instructional material at district Lahore. Globally use of AI tools is increasingly incorporating in teaching learning process. This study is conducted by using descriptive survey research. Data was collected through questionnaire via online form. This study is guided by Technology Acceptance Model (TAM) by Fred D. Davis 1989, focusing on perceived usefulness and perceived ease of use to understand adoption of AI tools for developing instructional material. Population of the study were primary school science teachers. 306 teachers were the sample of the study. Findings revealed that teachers have a positive attitude regarding use of AI in their instructional practice. They are using it for making their daily lesson plans and other personalized learning material. Still, they are facing some challenges in use of AI. These include limited AI access to digital resources in some schools. Teachers also have identified need professional development training for AI. They have also showed concerns regarding ethical use of AI. The study conclude that AI holds significant importance for developing science AI instructional material. This research contributes to the growing body of literature on AI integration in school education and offers practical implications for policymakers, teacher educators, and school administrators.