Schrödinger: Journal of Physics Education
Schrödinger: Journal of Physics Education

Advancing Physics and Physics Education Through Research and Innovation

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Schrödinger: Journal of Physics Education

Advancing Physics and Physics Education Through Research and Innovation

Artificial Intelligence for Physics Education in STEM Classrooms: A Narrative Review within a Pedagogy Technology Policy Framework

Konstantinos T. Kotsis ORCID
University of Ioannina ROR
Greece
kkotsis@uoi.gr
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  • Purpose of the study: This study seeks to consolidate existing global research on the incorporation of Artificial Intelligence (AI) into school-level STEM education, with a particular emphasis on physics teaching and learning in primary and secondary settings, to delineate principal trends, recognize emerging opportunities, and underscore ongoing challenges in pedagogy and learning.

    Methodology: A narrative literature review was performed utilizing Google Scholar and Scopus to identify significant studies published from 2015 to 2025. The selection emphasized peer-reviewed journal articles and conference proceedings that concentrate on the pedagogical, technological, and policy aspects of AI in STEM education.

    Main Findings: The analysis indicates that artificial intelligence is transforming STEM education via intelligent tutoring systems, adaptive learning platforms, automated assessments, and virtual laboratories. These technologies improve personalization, engagement, and inquiry-based learning, yet they also present ethical dilemmas concerning bias, privacy, and equity. A novel conceptual framework that integrates pedagogy, technology, and policies is proposed to direct future research and practice.

    Novelty/Originality of this study: This study presents a novel three-dimensional framework that interconnects pedagogy, technology, and policy as mutually reinforcing components in AI-enhanced STEM education. The model presents a novel analytical framework for assessing existing initiatives and outlines a strategy for creating inclusive and sustainable AI-enhanced learning environments.

  • How to cite

    [1]
    K. T. Kotsis, “Artificial Intelligence for Physics Education in STEM Classrooms: A Narrative Review within a Pedagogy Technology Policy Framework ”, Sch. Jo. Phs. Ed, vol. 6, no. 3, pp. 204–211, Sep. 2025, doi: 10.37251/sjpe.v6i3.2148.

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