Abstract
The integration of Artificial Intelligence (AI) into science education has emerged as a
transformative force, offering new possibilities for student engagement, personalised learning,
and equitable access. This study employed a quantitative cross-sectional survey design to examine
the impact of AI-driven strategies in undergraduate biology education. A total of 120 students
participated in the study, responding to a structured questionnaire divided into three focus areas:
engagement, personalisation, and accessibility. The instrument demonstrated strong reliability
with a Cronbach’s alpha of 0.82 following pilot testing. Findings revealed that AI tools such as
interactive videos and real-time feedback significantly enhanced student engagement, with AIgenerated videos receiving the highest mean score (4.47). Personalised learning, facilitated
through adaptive exercises, AI tutors, and customised feedback, also demonstrated moderate
effectiveness (average mean: 3.24), although some limitations were noted in the adaptability of AI
tools to individual learning paces. Accessibility emerged as a critical concern, with barriers such
as unreliable internet, limited device access, and inadequate support for learners with disabilities
influencing the overall effectiveness of AI deployment. Educational institutions should prioritise
investments in digital infrastructure, inclusive AI design, and technical support systems to
maximise the pedagogical benefits of AI in biology education. This study contributes to the
growing body of evidence on the practical implications of AI in education by offering a nuanced
understanding of how AI tools influence engagement, learning personalisation, and accessibility
in the biology classroom. It underscores the importance of aligning technological innovation with
institutional readiness and learner diversity
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright (c) 2026 Array