Bridging AI-TPACK and STEM education

Navigating facilitators, barriers, and ethical dimensions through a systematic review

Authors

DOI:

https://doi.org/10.32674/b2pss783

Keywords:

STEM education, Artificial Intelligence, AI integration, K-12 education, systematic review, AI-TPACK

Abstract

Artificial intelligence (AI) can play a transformative role in STEM education, although its integration presents pedagogical, technological, and ethical challenges. This review synthesizes interdisciplinary perspectives on AI integration in K–12 STEM classrooms through the AI Technological Pedagogical Content Knowledge (AI-TPACK) framework. Using PRISMA guidelines, 38 empirical studies published between 2018 and 2025 were analyzed through deductive coding. Findings indicate that AI can support the visualization of STEM content, enable adaptive feedback, and foster collaborative learning environments. However, these opportunities are constrained by infrastructure limitations, insufficient teacher preparation, and misalignment between AI tools and curriculum goals. Ethical concerns related to privacy, bias, and transparency emerged as central challenges. This study offers recommendations for the sustainable integration of AI in STEM education. 

Author Biographies

  • Atefeh Ataran, Clemson University, USA
    • Atefeh Ataran, Clemson University, USA

    Atefeh Ataran, Ph.D. student in Educational Leadership (P–12) at Clemson University. Her primary research interests include artificial intelligence in STEM education, AI agents for instructional design, and game-based learning. She works as a Graduate Administrative Assistant in the Department of Educational and Organizational Leadership Development (EOLD). Her email is aataran@clemson.edu.

  • Ladan shojaei, Indiana University, USA
    • Ladan Shojaei, Indiana University Bloomington, USA

    Ladan Shojaei, Ph.D. student in Mathematics Education at Indiana University Bloomington, with concurrent graduate training in Qualitative and Quantitative Research Methodology. Her research interests focus on teacher education, artificial intelligence–supported teaching and learning, and the development of teachers’ pedagogical competencies in technology-rich environments. Her work examines how generative AI tools reshape instructional practices, feedback, and professional learning in mathematics education. Her email is lshojaei@iu.edu.

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2026-06-16

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Vol. 24 (2026): American Journal of STEM Education

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STEM Education (regular)

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How to Cite

Ataran, A., & shojaei, L. (2026). Bridging AI-TPACK and STEM education: Navigating facilitators, barriers, and ethical dimensions through a systematic review. American Journal of STEM Education, 24, 43-72. https://doi.org/10.32674/b2pss783