FROM CURIOSITY TO CAUTION: EXPLORING UNIVERSITY PHYSICS EDUCATION AND INTEGRATED SCIENCE STUDENTS' ATTITUDES, USAGE AND BENEFITS OF GENERATIVE ARTIFICIAL INTELLIGENCE

Abstract

Across different disciplines, the domination of generative Artificial Intelligence (AI) in education has been attracting attention among teachers and students. This study explored the attitudes of university Physics Education and Integrated Science students towards usage of generative AI, focusing on their perceived benefits, concerns, and willingness to integrate AI tools into future classroom practice. The study adopted a descriptive survey research design. Data were collected from 88 pre-service teachers through a structured questionnaire of 0.82 reliability coefficient administered online in selected teacher education universities, while descriptive and inferential statistics were used for the analysis. Using purposive sampling technique, findings revealed that many of the respondents viewed generative AI as a useful educational tool capable of supporting lesson preparation, improving access to information, and enhancing creativity in teaching and learning. The study, however, further revealed concerns about overdependence on AI, imaginable drop in critical thinking, spread of misinformation, and violation of academic integrity. Despite these, larger samples of students indicated a substantial interest and curiosity in AI use for academic endeavours, if exposed to proper ethical guidelines and training. The study concluded that university physics education and integrated science students indicated good attitudes which reflected both optimism and caution towards generative AI benefits and usage in education.