Research Article

Integrating AI Literacy into Pre-Service Science Teacher Education in Colleges of Education in Plateau State, Nigeria: A Framework for Preparing Educators for AI-Mediated Classrooms

Dawal Mwalong Isaac1*, Mela Raymond2, Maureen Ikhanoba Clemen2
1 Department of Educational Technology, University of Jos, Jos, Plateau State, Nigeria
2 Department of Science Education, Ahmadu Bello University, Zaria, Kaduna State, Nigeria
* Corresponding author: imwisdomd@gmail.com
Published: Aug, 2026
DOI: 10.67203/jossme.2026.n9bcs75c
Pages: 227–239
Views: 7
Downloads: 1

Abstract

The rapid integration of artificial intelligence (AI) in global education necessitates a purposeful re-orientation of pre-service science teacher preparation. Despite growing policy momentum in Nigeria, Colleges of Education (COEs) in Plateau State remain ill-equipped to embed AI literacy into science teacher education curricula. This study aimed to (i) assess the current level of AI literacy integration in pre-service science teacher education in Plateau State COEs; (ii) identify institutional factors enabling or constraining AI literacy integration; and (iii) develop a contextualised framework for preparing pre-service science teachers for AI-mediated classrooms. Adopting a sequential explanatory mixed-methods design, the study surveyed 112 pre-service science teachers and 15 science education lecturers drawn from two accredited colleges of education in Plateau State using stratified random and purposive sampling. Data were collected through a validated AI Literacy Readiness Questionnaire (ALRQ; Cronbach's α = .87) and semi-structured interviews. Quantitative data were analysed using descriptive statistics and independent samples t-tests; qualitative data were analysed thematically. Findings reveal a critically low level of AI literacy readiness (M = 1.94, SD = 0.61) across all four domains examined. Four qualitative themes characterise institutional barriers: infrastructural inadequacy, lecturer unpreparedness, absence of policy directives, and curriculum rigidity. Prior digital training significantly predicted higher AI literacy among lecturers (d = 1.39). The proposed SAIL (Science-AI Literacy Integration) framework offers a structured, theoretically grounded, context-sensitive approach for embedding AI literacy across science education curricula in Nigerian colleges of education

Keywords

AI literacy pre-service science teacher education AI-mediated classrooms colleges of education

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How to Cite

Isaac, D. M., Raymond, M., & Clemen, M. I. (2026). Integrating AI Literacy into Pre-Service Science Teacher Education in Colleges of Education in Plateau State, Nigeria: A Framework for Preparing Educators for AI-Mediated Classrooms. Journal of Studies in Science and Mathematics Education, 6(1), 227–239. https://doi.org/10.67203/jossme.2026.n9bcs75c

D. M. Isaac, M. Raymond, and M. I. Clemen, "Integrating AI Literacy into Pre-Service Science Teacher Education in Colleges of Education in Plateau State, Nigeria: A Framework for Preparing Educators for AI-Mediated Classrooms," Journal of Studies in Science and Mathematics Education, vol. 6, no. 1, pp. 227–239, August 2026. doi: 10.67203/jossme.2026.n9bcs75c

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