<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Rifat Efe</style></author><author><style face="normal" font="default" size="100%">Aslan Efe, H.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SCIENCE TEACHERS’ PERCEPTIONS OF THE ARTIFICIAL INTELLIGENCE IN SCIENCE EDUCATION: CHALLENGES, READINESS, BENEFITS, AND IMPACT ON STUDENT LEARNING</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">AI adoption</style></keyword><keyword><style  face="normal" font="default" size="100%">AI benefits</style></keyword><keyword><style  face="normal" font="default" size="100%">AI challenges</style></keyword><keyword><style  face="normal" font="default" size="100%">AI readiness</style></keyword><keyword><style  face="normal" font="default" size="100%">science teachers’ perceptions</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4575703</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">24</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Recent developments in AI technology have the potential to affect science education. Understanding science teachers’ perceptions of AI is essential for developing strategies that support effective and morally responsible integration of AI in science learning environments. This research focuses on science teachers’ perceptions of AI in science classes by considering the challenges, preparedness, advantages, and its effect on student learning. A total of 383 science teachers participated in the study. Science teachers' perceptions of AI scale were used for data collection. The data were analysed through descriptive statistics, MANOVA, and multiple regression. Data analysis disclosed that the participants viewed lack of adequate training and data privacy concerns as the most prominent barriers for integrating AI in science classes. Familiarity significantly affects AI Readiness and AI-Supported Assessment &amp; Feedback, while Teaching experience has a significant effect on Barriers to AI Adoption, emphasizing the significance of familiarity with AI and teaching experience on these outcomes. AI Readiness and Adoption significantly predicted AI’s Impact on Learning, while the likely Benefits of AI were the strongest predictor of AI’s Impact on Student Learning. Fostering AI readiness, emphasizing AI's educational advantages, and reducing structural barriers to AI adoption are among the recommendations.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">655-669</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sameera Alshorman</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE READINESS TO USE AI IN TEACHING SCIENCE: SCIENCE TEACHERS' PERSPECTIVE</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">AI readiness</style></keyword><keyword><style  face="normal" font="default" size="100%">Artificial Intelligence</style></keyword><keyword><style  face="normal" font="default" size="100%">quantitative survey</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">science teachers’ perspectives</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1719377387.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">23</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This study aimed to assess the readiness of Jordanian science teachers for integrating Artificial Intelligence (AI) in science education, focusing on their perceptions, challenges, and training needs. A quantitative survey methodology was employed, using a 35-item questionnaire distributed to 136 science teachers in urban Jordan. The questionnaire, developed and refined through expert peer review and a pilot study, encompassed demographics, attitudes towards AI, perceived benefits and challenges of AI in science teaching, self-efficacy in using AI, and behavioural intentions regarding its use. The results indicated varying teacher readiness levels, influenced by gender, educational background, and concerns over data privacy and security. While there was a general sense of optimism about the potential of AI, significant challenges related to limited resource access and insufficient professional development were identified. These results emphasized the need for targeted policy initiatives and training programs to enhance teachers' readiness for AI adoption. The study's insights contributed to understanding the facilitators and barriers to AI integration in science education, highlighting the critical role of teacher readiness in the effective utilization of AI in educational contexts. </style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">432-448</style></section></record></records></xml>