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.