ABSTRACT
This study explored generative AI's role in science education from teachers’ perspectives, examining its integration into learning and the challenges it presents. A qualitative descriptive approach was chosen over quantitative or mixed methods to provide an in-depth analysis of teachers’ experiences. Semi-structured interviews were conducted with 12 science teachers across Greater Jakarta (Jabodetabek), and thematic coding was used to categorise data into key areas, including lesson planning, interactive teaching materials, assessment development, and technical and infrastructural challenges. Findings show AI enhances teaching by providing personalised, adaptive learning materials, yet barriers persist, such as limited digital infrastructure and insufficient teacher training. The study also addresses AI ethics and offers policy recommendations aligned with Sustainable Development Goal (SDG) 4 (Quality Education) and SDG 9 (Industry, Innovation, and Infrastructure). It highlights the need for a comprehensive, interdisciplinary AI integration strategy to support educators while fostering students’ critical and creative skills in the digital era.
