AI Integration in Biology Education: Comparative Insights into Perceived Benefits and TPACK among South African and Indonesian Pre-service Teachers

Abstract

The integration of Artificial Intelligence (AI) in biology education offers transformative potential, yet teacher preparedness for AI remains under-researched. This study explores the perceived benefits of AI integration and self-reported Technological Pedagogical Content Knowledge (TPACK) among pre-service biology teachers from a South African university (n = 62) and an Indonesian university (n = 51). Using a comparative survey design, data were collected via an online questionnaire. Indonesian participants reported higher Technological Knowledge and Technological Pedagogical Knowledge levels, though both groups viewed AI integration positively, with no significant differences in perceived benefits. Among Indonesian participants, Technological Knowledge strongly correlated with perceived benefits, especially for peer collaboration. These findings highlight the importance of tailored teacher training and equitable technological resource allocation to enhance AI integration in biology education. The study underscores the critical role of technological and pedagogical knowledge in fostering positive attitudes toward AI adoption in diverse educational settings.