- Мар'єнко, Майя Володимирівна (orcid.org/0000-0002-8087-962X) (2026) Analysis of problems regarding the use of artificial intelligence by teachers in the implementation of STEM education Інноваційна педагогіка, 2 (91). pp. 291-294. ISSN 2663-6085
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Abstract
This article provides a systematic analysis of the problems that teachers encounter when using Artificial Intelligence (AI) tools in the context of STEM education. Based on a review of current scholarly publications, it is revealed that despite the significant potential of AI for personalizing learning, automating assessment, and providing timely feedback, its effective implementation faces considerable obstacles. All identified problems have been categorized into four main groups. Pedagogical and methodological barriers include insufficient AI literacy among teachers, which complicates the appropriate selection and application of services; the absence of ready-made methodologies for integrating AI into established curricula; and the need to transform knowledge assessment approaches in an environment where students can use generative AI. Technological and infrastructural problems encompass the uneven provision of material and technical resources in general secondary education institutions, creating a digital divide, as well as the low technological readiness of most AI services, which reduces teachers' trust in them. Psychological and personal obstacles are manifested in widespread anxiety, conservative resistance to change, low teacher self-efficacy regarding the use of new technologies, and fears about the potential replacement of the teacher's role by a machine. Ethical and social challenges, among the most complex, pertain to issues of student data privacy and security, increasing risks to academic integrity, and the danger of algorithms reproducing existing social biases and generating false information. To address these challenges, a comprehensive approach is proposed, featuring five key directions: organizing professional development for teachers; creating a modern methodological base and professional communities for experience exchange; targeted investments in the technological infrastructure of educational institutions; providing psychological support to educators; and developing clear ethical norms and policies at both institutional and national levels. The conclusion emphasizes that only the comprehensive implementation of these recommendations will transform the use of AI services from a potential challenge into an effective tool for modernizing and enhancing the quality of contemporary STEM education.
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