A new international study is shedding light on how future biology teachers from South Africa and Indonesia perceive the use of artificial intelligence (AI) in the classroom, and what they believe is needed to make it work effectively.

Dr Moleboheng Mokhele-Ramulumo, a senior lecturer in the Faculty of Education and member of the Research Unit for Self-Directed Learning at the North-West University (NWU), led the comparative study. It focused on the perceived benefits of AI in biology education and teachers’ self-reported Technological Pedagogical Content Knowledge (TPACK).

“There is growing interest in how AI can be used in classrooms, but we found that teachers still need support to understand how to use it effectively,” says Dr Mokhele-Ramulumo.

The international research team included:

· Prof Lindelani Mnguni – University of Pretoria

· Prof Prasart Nuangchalerm – Mahasarakham University, Thailand

· Dr R Ahmad Zaky El Islami – Universitas Sultan Ageng Tirtayasa, Indonesia

· Dr Doras Sibanda – University of KwaZulu-Natal

· Dr Indah Juwita Sari – Universitas Sultan Ageng Tirtayasa, Indonesia

The study surveyed 113 participants, 62 from South Africa and 51 from Indonesia, via an online questionnaire. Results revealed that Indonesian participants reported higher levels of technological knowledge and technological pedagogical knowledge. Despite this, both groups expressed similarly strong views on the benefits of integrating AI into biology teaching.

“AI was generally seen as useful for collaboration and for helping students engage with the content, but without the right training, these benefits may not be fully realised,” says Dr Mokhele-Ramulumo.

A key finding was that among Indonesian pre-service teachers, higher technological knowledge was significantly associated with stronger beliefs in AI’s educational value, particularly in promoting peer collaboration.

“This suggests that when future teachers feel confident in their tech skills, they are more likely to see value in using AI,” she adds.

The study also highlights ongoing gaps in teacher preparation and emphasises the need for improved training and equitable access to technological tools in teacher education.

“We need to think about how institutions support pre-service teachers,” says Dr Mokhele-Ramulumo. “If we want classrooms to benefit from AI, we have to start by equipping the teachers.”

This research contributes meaningfully to the global discourse on AI in education by identifying the conditions necessary for its successful integration in schools.

Future biology teachers from South Africa and Indonesia weigh in on the promise and challenges of integrating AI into classrooms, highlighting the need for better training and support.