| Summary: | The rapid advancement of generative artifcial intelligence (GenAI) is reshaping various sectors, including education. This
editorial explores the intersections of AI, science education, and the preparation of pre-service teachers (PSTs), questioning
whether GenAI represents a truly transformative technology or merely the latest iteration of an educational hype cycle. While
previous technological innovations—such as radio, television, and computers—were initially heralded as revolutionary, their
impact on education has varied signifcantly. The emergence of GenAI, particularly large language models, introduces new
possibilities for personalised learning, digital tutoring, and adaptive content generation, yet its integration into educational
practice remains uneven. Despite growing societal reliance on GenAI, a substantial proportion of in-service teachers report
limited use, citing a lack of training and institutional policies as key barriers. In contrast, research suggests that PSTs are
already engaging with GenAI tools for lesson planning, content summarisation, and assessment preparation. This edito rial underscores the need for initial teacher education (ITE) programmes to provide structured support, ensuring that PSTs
develop both technical profciency and critical AI literacy. Ethical concerns—such as data privacy, algorithmic bias, and
epistemic authority—must also be central to teacher training. Focusing on science education, this special issue examines
the opportunities and challenges of GenAI integration. The contributions explore PSTs’ perceptions, competencies, and
preparedness to implement AI-driven tools in their teaching, addressing themes such as inquiry-based learning, pedagogical
content knowledge, and the evolving role of educators in AI-powered classrooms. The discussion highlights the necessity of
balancing technological innovation with critical refection, equipping future teachers to navigate the complexities of AI in
education responsibly. This editorial aims to advance the dialogue on GenAI’s role in teacher preparation, urging educational
institutions to proactively support PSTs in harnessing its potential while fostering a critical, ethical, and pedagogically sound
approach to AI integration in science education.
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