ORIGINAL RESEARCH article
Front. Educ.
Sec. Digital Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1577285
This article is part of the Research TopicGenerative AI Tools in Education and its Governance: Problems and SolutionsView all 10 articles
AI's Impact on Science Education: A Study of Ant and Bee Mindsets in UAE Science Classrooms
Provisionally accepted
- 1Al Ain University, Al Ain, Abu Dhabi, United Arab Emirates
- 2United Arab Emirates University, Al-Ain, Abu Dhabi, United Arab Emirates
- 3Montreal University, Montreal, Quebec, Canada
- 4Emirates College for Advanced Education, Abu Dhabi, United Arab Emirates
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Although Artificial intelligence (AI) has the potential to revolutionize educational practices worldwide, particularly within the science domain, the integration of such technologies in education remains a challenge. This study investigates science teachers' perspectives regarding AI and examines how its integration influences teaching and learning processes. The research employs the metaphor of a dedicated ant farm and a cooperative beehive to analyze the potential of AI for enhancing science education. Two primary mindsets are identified: ant-like and bee-like thinking. This conceptualization illustrates how science teachers in the UAE perceive the integration of AI into education. Two research questions guided the study design: (1) How do science teachers perceive the impact of AI on science education's effectiveness and outcomes? (2) What insights do science teachers have regarding the integration of AI into traits related to ant-like or bee-like thinking? Consequently, a cross-sectional survey was carried out, designed to collect data from 104 science teachers who voluntarily participated in this study using a specifically developed and validated questionnaire. The findings indicate that the majority of teachers reported a high or extraordinarily high level of understanding of the impact of AI integration in science education, which implies strong agreement with its potential influence. The study's findings offer a metaphor-based framework that showed a wide range of responses to the antlike thinking and bee-like thinking metaphors, highlighting the complexity of science teacher perceptions. These findings diagonalized the need for more evident conceptual framing and further research on how such metaphors (heuristic tools) can be used to influence teacher understanding and classroom application of AI in a science learning context.
Keywords: AI, science teachers, ant-like thinking, bee-like thinking, UAE
Received: 15 Feb 2025; Accepted: 29 Apr 2025.
Copyright: © 2025 ALARABI, Alabidi, Tairab, Pagani, AlSadrani and Abu Khurma. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Othman Abu Khurma, Emirates College for Advanced Education, Abu Dhabi, United Arab Emirates
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