AI-Based Training and STEM Educators' Competence in Teacher Education in Public Universities in Akwa Ibom State, Nigeria

Abstract The study investigated the impact of AI-Based training and STEM educators’ competence in teacher education in public universities in Akwa Ibom State, Nigeria. A descriptive survey research design was used for the study. The population of the study consisted of all the science education educators in public universities in Akwa Ibom State. Two universities were sampled out of the 3 public universities in the State by balloting. 135 STEM Educators’ were sampled out by simple random sampling technique. Researchers made instrument titled: AI-Based Training and STEM Educators’ Competence Questionnaire (ATSECQ) was used for data collection. The reliability of the instrument was found to be .81 using Cronbach Alpha statistics. Analysis of data was done using Pearson Product Moment correlation statistics. Findings showed that there was no significant impact of AI-Based training (PhET virtual lab and Grouper) and STEM educators’ competence. There was a significant impact of AI-Based interventions (ChatGpt) and STEM educators’ competence in teacher education in public universities. In line with the findings, it was recommended among others that STEM educators should be made to undergo a comprehensive training and ongoing support by the government and other stake holders to enhance their ability to efficiently incorporate AI-based interventions into teaching and learning.