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Les communications > Par auteur > Djeumeni Marceline Tchamabe

Ethical and Pedagogical Challenges in the Use of AI in Science Education: Perspectives from Teachers in Secondary Schools in Cameroon
Shaibou Haji  1, *@  , Marceline Tchamabe Djeumeni  1@  
1 : University of Yaoundé 1 = Université de Yaoundé I  -  Site web
Yaoundé -  Cameroun
* : Auteur correspondant

The integration of artificial intelligence (AI) into education is reshaping teaching and learning globally, offering opportunities for personalised instruction and efficient assessment. In Cameroon, efforts to embed AI tools in science education align with national digitalisation goals and global sustainable development targets. However, the ethical and pedagogical challenges of such integration remain underexplored. This study investigates the perceptions of secondary school science teachers regarding the benefits, constraints, and ethical concerns of using AI in the classroom. A qualitative case study was conducted across six secondary schools in the Centre, North West, and Far North regions of Cameroon. Data were gathered through semi-structured interviews, focus group discussions, classroom observations, and document analysis. Findings reveal that while teachers acknowledge AI's potential in enhancing instructional delivery and student engagement, they face challenges related to infrastructure limitations, lack of training, and concerns over data privacy, algorithmic bias, and equity. The study concludes with context-specific recommendations for ethical AI integration, teacher training programs, and the development of policy frameworks tailored to Cameroon's educational landscape.



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