ARTIFICIAL INTELLIGENCE IN SCIENCE EDUCATION: BENEFITS, RISKS, AND PEDAGOGICAL GUIDELINES USING BIOLOGY AS AN EXAMPLE

Authors

  • Zhidibayeva Raushan Saparovna Biology Teacher, Teacher-Researcher, Municipal Public Institution "Shalkar Secondary School", Karasai District, Almaty Region, Republic of Kazakhstan. Head of the Association of Biology Teachers of Karasai District. https://orcid.org/0009-0008-8998-7644

DOI:

https://doi.org/10.63034/esr-792

Keywords:

artificial intelligence, biological education, UNESCO standards, digital didactics, cognitive dependence

Abstract

This article examines the role of artificial intelligence (AI) technologies in teaching science subjects, particularly biology. The author provides a balanced analysis of the didactic advantages and cognitive risks that AI offers to learners. In addition, based on UNESCO international documents and the national regulatory framework, the article defines the limits and ethical standards for teachers' use of AI platforms in the classroom.

References

Қазақстан Республикасы Президентінің «Орта білім беру жүйесіне жасанды интеллектіні ендіру жөніндегі шаралар туралы» Қаулысы мен Тұжырымдамасы.

UNESCO. AI competency framework for teachers. Paris.

OECD. Digital Education Outlook: Generative AI in Education.

MDPI Education Sciences. The Impact of Artificial Intelligence (AI) on Students’ Academic Development.

Downloads

Published

2026-07-23

How to Cite

Zhidibayeva, R. (2026). ARTIFICIAL INTELLIGENCE IN SCIENCE EDUCATION: BENEFITS, RISKS, AND PEDAGOGICAL GUIDELINES USING BIOLOGY AS AN EXAMPLE. Eurasian Science Review An International Peer-Reviewed Multidisciplinary Journal, 3(8), 230–234. https://doi.org/10.63034/esr-792

Issue

Vol. 3 No. 8 (2026): Eurasian Science Review

Section

Research articles

Categories

License

Copyright (c) 2026 Zhidibayeva Raushan Saparovna

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.