Assessing Teachers' Preparedness For Integrating Artificial Intelligence (AI) In Biology Instruction In Senior High Schools.

Artificial Intelligence (AI) integration in the educational context is transforming science education across the globe and provides the advanced tools that serve not only the pedagogical approaches but also student learning. This study discussed the level of preparation of teachers of Senior High School Biology in the Volta Region of Ghana to incorporate AI in their pedagogy. The study employed the use of a descriptive survey method with a sample of 109 Biology teachers being purposely sampled within the various schools in different districts in the
area. The collection of data was based on the use of the Artificial Intelligence Integration Preparedness Scale of Biology Educators (AIIPSBED), which represents a structured scale that aims at assessing the competencies, attitudes, understanding and preparedness of teachers related to the implementation of AI. Examination of all the
results showed that an overall moderate level of preparedness was observed among the teachers. The participants proved to have a confidence level in learning and applying AI tools, had some knowledge of related ethical concerns and a good attitude towards welcoming the phenomenon of technological change. However, challenges like poor infrastructure, lack of practical mechanisms and lack of practical training were also established. Markedly, a Pearson correlation test indicated a highly significant (p < 0.05), strong positive relationship between the preparedness of the AI integration held by teachers and their perceptions of the value of instructional AI (r = 0.995, p < 0.05), which signifies the close relation between the preparedness and value. The
results confirm the concepts of the Technology Acceptance Model (TAM), as the readiness of teachers to implement technologies increases with the growth in the number of their perceptions of the AI's usefulness and ease of use. The research suggests that focused capacity-building may take place, digital resources must be improved, and the curriculum should be changed so that AI competencies are appended to teacher training programmes. Such strategies would underlie not only efficient, equitable, and sustainable teaching of science through AI in various academic contexts but also would help coordinate the efforts of society in teaching science through AI