Integration of Artificial Intelligence in Science Teaching in Ugandan Universities: Historical and Contemporary Applications for Lecturers

Abstract The rapid advancement of Artificial Intelligence (AI) is transforming teaching and learning in higher education, creating new possibilities for science education. In support of Sustainable Development Goal 4 (SDG 4) on quality education, this conceptual review examines the integration of AI in science teaching in Ugandan universities, focusing on historical and contemporary applications for lecturers. Drawing on relevant scholarly literature, the review traces the shift from earlier applications, including computer-assisted instruction, intelligent tutoring systems, expert systems, and computer-based simulations, to contemporary applications such as generative AI, adaptive learning, automated assessment and feedback, virtual simulations, AI-supported content development, and personalised learning. These applications offer opportunities to support lesson preparation, development of teaching materials, assessment, explanation of complex scientific concepts, personalised instruction, and inquiry-based learning. However, their integration presents challenges related to accuracy, academic integrity, data privacy, ethical use, digital inequalities, technological infrastructure, and lecturers’ AI competencies. The paper argues that effective AI integration requires more than access to technological tools; it requires pedagogically appropriate use, lecturer preparedness, institutional support, and responsible AI practices. The review provides a contextualised conceptual perspective on historical and contemporary AI applications and their potential contribution to strengthening science teaching in Ugandan universities and advancing SDG 4.