Preparing future STEM educators: investigating artificial intelligence literacy among pre-service STEM teachers

Umar A. Adam; Nurudeen Babatunde Bamiro; Mariam Usman; Tunde Owolabi; Adekunle I. Oladejo; Olasunkanmi A. Gbeleyi; Umar A. Adam; Nurudeen Babatunde Bamiro; Mariam Usman; Tunde Owolabi; Adekunle I. Oladejo; Olasunkanmi A. Gbeleyi

doi:10.3934/steme.2026022

STEM Education

2026, Volume 6, Issue 4: 514-538. doi: 10.3934/steme.2026022

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Preparing future STEM educators: investigating artificial intelligence literacy among pre-service STEM teachers

1.
The Pennsylvania State University, USA; uaa5033@psu.edu
2.
Department of Economics, Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, Malaysia; bamiro@fpe.upsi.edu.my
3.
Department of Science and Technology Education, Lagos State University, Ojo, Nigeria; sonolamaria13@gmail.com, Olatude.owolabi@lasu.edu.ng
4.
Africa Centre of Excellence for Innovative and Transformative STEM Education, Lagos State University, Ojo, Nigeria; gbadegeshin86@gmail.com, gbeleyiadioedu@gmail.com

Academic Editor: Feng-Kuang Chiang

Received: 15 January 2026 Revised: 31 March 2026 Accepted: 06 May 2026 Published: 04 June 2026

Artificial Intelligence (AI) has emerged as a transformative tool capable of revolutionizing teaching and learning processes. However, the successful integration of AI in education depends largely on the AI literacy of pre-service Science, Technology, Engineering, and Mathematics (STEM) teachers, who will shape the future of education. While researchers have explored the role of AI in education, there is a significant gap in understanding the levels of AI literacy among pre-service STEM teachers, particularly in the Nigerian context. In this study, we addressed this gap by examining AI literacy among pre-service STEM teachers, and the differential impact of gender on their AI literacy. We employed a quantitative approach for data collection, adopting a descriptive-correlational research design. The sample included 541 pre-service STEM teachers from Lagos State, Nigeria, with 345 females and 196 males. An Artificial Intelligence Literacy Questionnaire with a reliability level of 0.84 was used for data collection. It was validated by experts in test and measurement and an expert in computer education. Data were analyzed using IBM SPSS Statistics (Version 23) with percentage, mean, standard, t-tests, and regression analysis to examine variable relationships. The findings revealed a relatively high self-reported AI literacy among these pre-service STEM teachers, indicating their readiness to understand and manage AI technologies. Additionally, knowing and understanding AI significantly predicted the use and application of AI. We identified a statistically significant difference in AI literacy levels between male and female students, favoring the male students. Moreover, we recommend that educational institutions and teacher preparation programs build on this strong foundation by further integrating AI into their curricula and teaching practices.
- pre-service teachers,
- STEM,
- artificial intelligence literacy,
- gender
Citation: Umar A. Adam, Nurudeen Babatunde Bamiro, Mariam Usman, Tunde Owolabi, Adekunle I. Oladejo, Olasunkanmi A. Gbeleyi. Preparing future STEM educators: investigating artificial intelligence literacy among pre-service STEM teachers[J]. STEM Education, 2026, 6(4): 514-538. doi: 10.3934/steme.2026022

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Abstract

Artificial Intelligence (AI) has emerged as a transformative tool capable of revolutionizing teaching and learning processes. However, the successful integration of AI in education depends largely on the AI literacy of pre-service Science, Technology, Engineering, and Mathematics (STEM) teachers, who will shape the future of education. While researchers have explored the role of AI in education, there is a significant gap in understanding the levels of AI literacy among pre-service STEM teachers, particularly in the Nigerian context. In this study, we addressed this gap by examining AI literacy among pre-service STEM teachers, and the differential impact of gender on their AI literacy. We employed a quantitative approach for data collection, adopting a descriptive-correlational research design. The sample included 541 pre-service STEM teachers from Lagos State, Nigeria, with 345 females and 196 males. An Artificial Intelligence Literacy Questionnaire with a reliability level of 0.84 was used for data collection. It was validated by experts in test and measurement and an expert in computer education. Data were analyzed using IBM SPSS Statistics (Version 23) with percentage, mean, standard, t-tests, and regression analysis to examine variable relationships. The findings revealed a relatively high self-reported AI literacy among these pre-service STEM teachers, indicating their readiness to understand and manage AI technologies. Additionally, knowing and understanding AI significantly predicted the use and application of AI. We identified a statistically significant difference in AI literacy levels between male and female students, favoring the male students. Moreover, we recommend that educational institutions and teacher preparation programs build on this strong foundation by further integrating AI into their curricula and teaching practices.

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Author's biography Umar A. Adam is a graduate student and assistant at the Pennsylvania State University, United States. He holds a Bachelor of Science in Education (B.Sc. Ed.) in Biology Education, Master of Education (M.Ed.) in Science Education, and a PhD in Science Education from Lagos State University. His research interest includes culturally relevant pedagogy, climate change education, and advanced classroom technologies. He is a doctoral fellow at the Mutegi STEM Learning Lab, Old Dominion University, Virginia, USA. He is the recipient of the Graham scholarship and PennState College of Education Brush Graduate Assistantship in Education Award; Dr. Nurudeen Babatunde Bamiro currently serves as a senior lecturer in the Faculty of Management and Economics at Universiti Pendidikan Sultan Idris, Perak, Malaysia. He obtained his PhD in Economics Education from the same institution and also holds Master's degrees in Economics and Economics Education from University of Lagos, Akoka, Nigeria. His academic and professional expertise includes research methodology, PLS-SEM, systematic literature reviews, and quantitative data analysis. He has facilitated several international research and capacity-building workshops for academics, researchers, and postgraduate students across different countries. Dr. Bamiro has published extensively in reputable Scopus- and Web of Science-indexed journals, with research interests centred on curriculum design and development, economics education, artificial intelligence in education, and sustainable development; Mariam Usman: Educational Technology enthusiast. Master in educational technology, PhD in Educational Technology, Lagos State University, Ojo, Nigeria; Tunde Owolabi is a Professor of Physics education at the Lagos State University. He holds a Master of Education (M.Ed.) in Physics Education, and a PhD in Physics Education from the University of Lagos. His research interest includes concept difficulty, STEM Education and Research methods in Education; Adekunle Ibrahim Oladejo is an academic staff at the Department of Science and Technology Education, Lagos State University, Ojo. He holds a master's degree in educational technology and a PhD in ICT Education with specialization in Artificial Intelligence. He is the Academic Programmes Officer of the Africa Centre of Excellence for Innovative and Transformative STEM Education (ACEITSE) – A World Bank Funded Project. Adekunle Oladejo's current research is at the intersection of culture, technology and context and how artificial intelligence can be safely adopted in the classroom to break barriers to students' learning of STEM and promote equity in STEM classrooms; Olasunkanmi Gbeleyi: Academic, researcher, and educational development advocate. Lecturer and course coordinator with interests in ICT, Cybersecurity Education, educational technology, e-learning, data analytics, and digital learning systems. Professional Profile: He is involved in teaching, research, youth empowerment, cultural pedagogical methods of teaching and community development initiatives, including the development of the Gbeleyi 1.0 App, TECUMUA and educational partnership programs aimed at supporting students through scholarship opportunities. He has also contributed to academic and community-based programs in Lagos, Nigeria, with active involvement in educational innovation and youth engagement activities

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