Search arXiv⌕ Search
Home/Archive/arXiv

arXiv · 2602.18469

The Landscape of AI in Science Education: What is Changing and How to Respond

Xiaoming Zhai·Kent Crippen
View original source ↗Read source document ↗Export metadata ↓

Abstract

This introductory chapter explores the transformative role of artificial intelligence (AI) in reshaping the landscape of science education. Positioned at the intersection of tradition and innovation, AI is altering educational goals, procedures, learning materials, assessment practices, and desired outcomes. We highlight how AI-supported tools, such as intelligent tutoring systems, adaptive learning platforms, automated feedback, and generative content creation--enhance personalization, efficiency, and equity while fostering competencies essential for an AI-driven society, including critical thinking, creativity, and interdisciplinary collaboration. At the same time, this chapter examines the ethical, social, and pedagogical challenges that arise, particularly issues of fairness, transparency, accountability, privacy, and human oversight. To address these tensions, we argue that a Responsible and Ethical Principles (REP) framework is needed to offer guidance for aligning AI integration with values of fairness, scientific integrity, and democratic participation. Through this lens, we synthesize the changes brought to each of the five transformative aspects and the approaches introduced to meet the changes according to the REP framework. We argue that AI should be viewed not as a replacement for human teachers and learners but as a partner that supports inquiry, enriches assessment, and expands access to authentic scientific practices. Aside from what is changing, we conclude by exploring the roles that remain uniquely human, engaging as moral and relational anchors in classrooms, bringing interpretive and ethical judgement, fostering creativity, imagination, and curiosity, and co-constructing meaning through dialogue and community, and assert that these qualities must remain central if AI is to advance equity, integrity, and human flourishing in science education.

Explore related subjects

cs.CYcs.AI

Keep this discovery

Explore connections, maps & timelines

BibTeXRIS

Xiaoming Zhai, Kent Crippen. 2026-03-26. The Landscape of AI in Science Education: What is Changing and How to Respond. https://doi.org/10.1007/978-3-032-16871-9_1

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related papers

arXiv2026

Who Should Be Generated? Justifying Demographic Targets in Open-Ended Generation

Fairness evaluation concerns not only what a model produces, but also what its outputs ought to be compared against. When a model generates "a CEO in the United States," the prompt leaves demographic realization to the model. Existing group fairness definitions assume that sensitive attributes are given on the input side. Generative audits instead examine output-side demographic composition, yet the targets they compare it against are typically supplied rather than justified. The upstream question is what the target distribution should be. We formalize this missing-target problem for demographic-value-unspecified generation and decompose target construction into four commitments: the evaluative object, prior admissibility, allocation, and operationalization. In this framework, we admit the geographic prior under a geographic-membership interpretation for the declared public-world use. The occupational prior, under an incumbency interpretation, requires an independently defended objective such as workforce-composition fidelity. Instantiating this construction in AP-Bench, we find substantial distribution divergence from geography-derived targets, ranging from 0.508 to 0.606 on a 0-to-1 scale. Replacing each geography-derived target with an equal-category comparator, while holding generations and measurement fixed, produces model-specific mean absolute cell-level $\mathrm{JSD}_2$ changes ranging from 0.279 to 0.355. Target construction is therefore not a preliminary to fairness evaluation but a component of it. What we supply is not a universal target, but a framework that makes explicit the justification required before a distribution can serve as a fairness standard.

cs.CY↗
arXiv2026

Anticipatory Human Oversight of Agentic AI: A Philosophical Account

Human oversight is widely held to mitigate the risks of AI systems. Even for systems that produce discrete outputs at identifiable decision points, the realisation of human oversight as a reactive measure is empirically fragile, yet increasingly well understood. However, for agentic AI -- systems that plan, decompose goals, and execute multi-step actions over extended horizons -- reactive oversight reaches its structural limits: intervention on individual actions defeats the autonomy that motivates the deployment, while intervention on aggregate patterns is too coarse for harms whose cumulative consequences only become legible after the fact. This paper argues that reactive oversight must be complemented by an anticipatory mode: oversight exercised before the agent acts, by specifying the normative agenda that structures the space of permissible action and refining it iteratively through specification, runtime, and inspection. The two are complements -- the agenda's escalation conditions specify when reactive intervention is invoked. Drawing on Meaningful Human Control, we read anticipatory oversight as the operationalisation of distal-reason tracking. In addition, we argue that the proposed framework yields a specific responsibility architecture by design: occupying the anticipatory mode is the discharge of a role-grounded prospective obligation, and backward-looking responsibility takes the form of strict moral answerability -- rationalistic, relational, and holding regardless of fault, in virtue of the principal's prior opportunity for precaution. We develop bridging failure modes, address objections including moral luck and the illusion of control, and close with regulatory, architectural, and empirical implications

cs.CY↗
arXiv2026

Critical Data Studies in the Anthropocene

This chapter introduces the concept of the Anthropocene into critical data studies, a field that has, for the past decade, explored the entanglements between datafication and politics. With the scaling up of contemporary datafication alongside generative computing, it is essential to expand these debates, both theoretically and methodologically, to consider the logics of extraction and exploitation inherent in the politics of artificial intelligence. Critical data scholars are called to interrogate how dominant narratives around the materiality of contemporary datafication either obscure or reveal its environmental impacts, along other key questions such as who benefits from these logics. To illustrate this, this chapter brings two case studies from Spain and Chile and explores how the infrastructure of contemporary datafication intersects with existing power structures, influencing which social and environmental consequences are recognized, addressed, and neglected. Finally, it invites critical data scholars to keep exploring the politics of data, infrastructure, and the Anthropocene by blending discipline boundaries between science and technology studies, media, geography, and political ecology.

cs.CY↗