Harnessing AI for Inclusive and Innovative Learning and Research among Pre-Service Biology Teachers’ in Kwara State Colleges of Education

Abstract

The study examined the integration of Artificial Intelligence (AI) tools in promoting inclusive and innovative learning
and research among pre-service biology teachers in Colleges of Education in Kwara State, Nigeria. Using a
descriptive survey design, data were collected from 73 randomly selected pre-service biology teachers across three
institutions. A structured questionnaire explored the extent of AI integration, utilization for research and pedagogical
innovation, and perceptions, competencies, and concerns regarding AI adoption. Findings revealed a generally high
level of AI integration in teacher training, with most respondents affirming the use of AI for lesson planning,
supporting diverse learners, and enhancing research output. AI tools such as ChatGPT, Grammarly, and Quillbot
were widely used for academic purposes, while confidence in AI’s potential to make teaching more engaging was
strong. However, concerns about ethical issues, potential teacher replacement, and the need for further training were
notable. The study concludes that while AI adoption in pre-service biology education is promising, sustained
institutional support, targeted AI literacy programs, and robust policy frameworks are essential for maximizing its
potential.