Integrating generative AI into socioscientific issue instruction: science teachers' perceptions from a collaborative action research

This study investigated science teachers' perceptions of the pedagogical value and challenges of incorporating generative AI into SSI instruction. Using a collaborative action research design, six secondary science teachers with prior SSI teaching experience co-developed and implemented AI-supported SSI lessons. Data were collected through regular meetings, semi-structured interviews, and classroom artifacts, and analysed using both inductive and deductive content analysis. Findings indicated that generative AI served as an effective scaffolding tool that supported teachers in instructional design and reduced the preparation burden typically associated with SSI lessons. It also helped students–especially those with lower academic achievement–access information more easily, engage in discussions, and better understand multiple stakeholder perspectives. However, the study also revealed concerns, including students' uncritical acceptance of AI-generated responses, disparities in digital literacy and access, and the need for improved questioning skills and instructional guidance. This study suggests that while generative AI holds significant promise for supporting SSI instruction, its implementation must be accompanied by ethical guidance, critical AI literacy, and professional development for teachers.