Biology Meets Generative AI

This study investigated the impact of a generative AI-based instructional program on the digital and AI educational competencies of preservice biology teachers. Sixteen undergraduate students enrolled in a teacher education course participated in a 10-session intervention designed to integrate generative AI tools into biology instruction. Pre- and post-intervention data were collected using validated instruments that measured digital technology self-efficacy and AI-integrated teaching competence. Paired-sample t-tests revealed statistically significant improvements across all measured domains, including lesson planning, instructional execution, and AI technology acceptance. The most substantial gains were observed in participants’ ability to design lessons using AI tools and to evaluate the educational validity of AI-generated content. These findings suggest that structured, practice-oriented programs can effectively foster preservice biology teachers’ readiness to apply AI technologies in subject-specific contexts. The study offers practical implications for integrating generative AI into teacher education curricula and highlights the importance of providing hands-on opportunities for preservice biology teachers to develop technological fluency and pedagogical creativity in the digital age.