CONCEPTUALIZING ARTIFICIAL INTELLIGENCE AS A CATALYST FOR INNOVATIVE PHYSICS PEDAGOGY: A CRITICAL EVALUATION

Abstract

The integration of Artificial Intelligence (AI) into education has no doubts heralded transformative possibilities across disciplines, yet its potential in revolutionizing physics pedagogy remains underexplored. In an attempt to bridge the huge gap, this study critically evaluated the role of AI as a catalyst for innovative teaching and learning strategies in physics education. By way of conceptualizing AI (ChatGPT, and Meta AI), not merely as a tool, but as an epistemic agent, the research investigated how AI-driven technologies, such as intelligent tutoring systems, adaptive learning platforms, and generative models, can reframe instructional design, foster conceptual understanding, and personalize student engagement in physics classrooms. The study adopted a quantitative approach, employing survey method in critically evaluating the role of AI in transforming physics pedagogy, through the lens of teacher perceptions and systemic implications. With a sample size of 141, out of 639 physics teachers being randomly selected for the study, it provided answers to four research questions, and tested two hypotheses. Data collected were analyzed using descriptive and inferential statistics. Drawing theoretical frameworks from constructivist, and experiential learning theories, the study found that sampled teachers have a complex, and multifaceted perception of AI, but still recognize its potential for long-term impact, and transformative power in teaching physics. The paper concluded by proposing a strategic framework for ethically responsible and pedagogically sound AI adoption in physics education, aiming to enhance inquiry-based learning, promote scientific reasoning, and support diverse learner/teacher needs.