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Si a li a’lim – ba qa o a aqqiyo ka ola i: xo ijiy aj iba a mahalliy amaliyo
INTEGRATING STEM AND ARTIFICIAL INTELLIGENCE IN TEACHING
NANOTECHNOLOGY TO PROSPECTIVE PHYSICS TEACHERS
Au ho s: Anas B.1, Ali C.2, Skako M.3
A ilia ion: PhD candida e, Sa sen Amanzholo Eas Kazakhs an Uni e si y
(Kazakhs an, Öskemen)1; PhD, P o esso , Saka ya Uni e si y (Tu key, Saka ya)2; Doc o
o Physical and Ma hema ical Sciences, P o esso Sa sen Amanzholo Eas
Kazakhs an Uni e si y (Kazakhs an, Öskemen)3.
DOI: h ps://doi.o g/10.5281/zenodo.17310803
ABSTRACT
This a icle analyzes he pedagogical possibili ies o in eg a ing STEM-educa ional
me hodologies and a i icial in elligence echnologies in he eaching o nano echnology o
u u e physics eache s. The ele ance o he s udy is de e mined by he need o a new
o ganiza ion o eaching physics in he condi ions o apid de elopmen o science and
echnology. The goal is o iden i y inno a i e app oaches aimed a imp o ing he
p o essional compe ence o u u e eache s, de eloping hei esea ch skills and inc easing
he le el o digi al li e acy.
The esea ch me hods used we e a e iew o scien i ic li e a u e, compa a i e analysis,
obse a ion o pedagogical p ac ice and a su ey. As a esul , i was ound ha STEM-p ojec s
and a i icial in elligence ools ( i ual labo a o ies, in elligen es ing sys ems, adap i e
lea ning pla o ms) inc ease s uden s' in e es in he subjec and acili a e he mas e y o
complex nano echnological concep s. In addi ion, i was no ed ha his app oach de elops
c ea i e hinking and esea ch compe ence o u u e eache s.
Du ing he discussion, along wi h he ad an ages o his me hod, some limi a ions we e also
highligh ed: insu icien ma e ial and echnical base, he le el o eache s' mas e y o new
echnologies, he complexi y o in eg a ion in o he cu iculum. In conclusion, i was p o en
ha he in eg a ion o STEM and a i icial in elligence is an e ec i e way o imp o e he
p o essional aining o u u e physics eache s. This di ec ion allows o he o ma ion o an
inno a i e model in pedagogical educa ion ha mee s mode n equi emen s.
Keywo ds: nano echnology, STEM educa ion, a i icial in elligence, u u e eache s, physics
me hodology, inno a i e eaching.
INTRODUCTION
The apid de elopmen o science and echnology in he mode n educa ion
sys em equi es u u e eache s o be p o ided wi h new p o essional aining. In
pa icula , he use o inno a i e echnologies in eaching physics allows no only o
o m s uden s' scien i ic a i udes, bu also o de elop hei esea ch abili ies. One o
such new di ec ions is he in oduc ion o nano echnology in o he educa ional
p ocess. Nano echnology is widely used oday in a ious ields, om medicine o
elec onics, and has become one o he leading di ec ions o science. The e o e,
mas e ing he basic concep s and me hods in his ield o u u e physics eache s is
an impo an pa o p o essional compe ence.
“RAQAMLI TRANSFORMATSIYA DAVRIDA
PEDAGOGIK TA’LIMNI RIVOJLANTIRISH
ISTIQBOLLARI”
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The STEM pa adigm (Science, Technology, Enginee ing, Ma hema ics) plays a
special ole in educa ion in he 21s cen u y. STEM educa ion ocuses on sol ing eal-
li e p oblems by in eg a ing adi ional subjec s a he han eaching hem
sepa a ely. This app oach de elops s uden s' p ac ical skills, c ea i e hinking, and
he abili y o wo k in a eam. Fu u e eache s can adap he educa ional p ocess a
school o mode n equi emen s by mas e ing he me hodological ounda ions o
STEM educa ion.
A i icial in elligence (AI) echnologies a e also inc easingly being used in
mode n educa ion. The ad an ages o AI ools a e ob ious: hey pe sonalize he
lea ning p ocess and allow o accu a e analysis o s uden p og ess; c ea e
condi ions o modeling complex nano echnological phenomena; make
expe imen s sa e and accessible h ough i ual labo a o ies. Howe e , he e a e also
p oblema ic aspec s in he use o AI: insu icien ma e ial and echnical base, une en
le el o digi al aining o eache s, as well as issues o academic in eg i y and da a
secu i y.
Taking in o accoun hese ad an ages and di icul ies, he pu pose o he s udy
is o iden i y scien i ic and me hodological oppo uni ies o in eg a ing STEM
educa ion and a i icial in elligence echnologies in o he eaching o
nano echnology o u u e physics eache s and analyze i s e ec i eness.
In ecen yea s, in e es in he in oduc ion o nano echnology in o he
educa ion sys em has been g owing. One o he s udies published in 2024 analyzed
he expe iences in eaching nano echnology h ough me a-syn hesis and showed
ha mos p og ams and me hods in his a ea a e aimed a de eloping s uden s'
esea ch skills [1]. Howe e , he au ho s no e ha such p ac ices a e s ill no
sys ema ic, and ha p og ams need o be aligned wi h speci ic educa ional
s anda ds.
The e a e also wo ks on in eg a ing nano echnology wi h STEM. Fo example, a
2024 s udy showed ha eaching nano echnology concep s o high school s uden s
using he TRIZ–STEM app oach signi ican ly de elops hei c i ical hinking skills [2].
This is also impo an o u u e physics eache s, as i helps s uden s mas e me hods
o con eying complex scien i ic concep s in a p ac ical and c ea i e way.
Kazakh scien is s ha e also s udied he e ec i eness o STEM eaching in
physics. A 2024 s udy shows ha eache s’ in oduc ion o STEM app oaches o hei
lessons enhances hei p o essional compe ence and inc eases s uden s’ in e es in
he subjec [3]. This is a use ul di ec ion ha can be applied in p ac ice o u u e
eache s.
The issue o in oducing a i icial in elligence (AI) in o he educa ional p ocess
has also been equen ly discussed in ecen yea s. A e iew published in 2025
examined he oppo uni ies and challenges o AI in science educa ion, highligh ing
e hical issues, da a quali y, and eache s’ digi al compe ence as key challenges [4].
The e a e also examples o p ac ical use o AI in physics. A s udy published in
2024 demons a ed ha indi idual lea ning sys ems based on la ge-scale language
models can deepen s uden s’ unde s anding and de elop hei abili y o wo k
independen ly [5]. In addi ion, a 2023 s udy showed ha using gene a i e AI in
explaining STEM concep s can de elop analogical hinking and make i easie o
con ey complex concep s in isual-mul imodal ways [6].
O e all, esea ch o e he pas h ee yea s has shown ha in eg a ing STEM
app oaches and AI echnologies in eaching nano echnology o u u e physics
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I SHO‘BA:
Si a li a’lim – ba qa o a aqqiyo ka ola i: xo ijiy aj iba a mahalliy amaliyo
eache s is an e ec i e way o imp o e hei p o essional compe ence and de elop
s uden s’ esea ch and c i ical hinking skills. Howe e , he main p oblems in his
di ec ion include he incomple e o ma ion o a me hodological sys em, as well as
e hical and echnical limi a ions in he use o AI ools.
RESEARCH METHODOLOGY
This esea ch wo k was aimed a iden i ying he possibili ies o in eg a ing STEM
educa ion and a i icial in elligence in o nano echnology eaching o u u e physics
eache s. The su ey me hod was used as a ool o collec ing empi ical da a du ing
he s udy. This app oach allows o a comp ehensi e analysis o he a i udes,
expe iences, and p o essional alues o he esponden s and he le el o accep ance
o inno a i e echnologies by u u e eache s.
Resea ch design and me hodological jus i ica ion
The main p inciple in choosing me hods is he desc ip i e na u e o he s udy.
This wo k was no aimed a conduc ing a speci ic pedagogical expe imen , bu a
collec ing he opinions, a i udes, and subjec i e expe iences o u u e eache s
ega ding he lea ning p ocess. The e o e, he su ey was conside ed an accessible,
eliable, and a ool ha allows ob aining a lo o in o ma ion in a sho ime.
Du ing he s udy, he s uc u e o he su ey was de eloped based on scien i ic
wo ks published in he las h ee yea s (AI in Educa ion, STEM In eg a ion,
Nano echnology Teaching). This da a ensu ed compa ibili y wi h in e na ionally
ecognized pedagogical me hodologies.
Su ey con en and s uc u e
The su ey consis ed o h ee main blocks:
1. Le el o eadiness o nano echnology.
This sec ion asked ques ions abou
s uden s' expe ience a school and highe educa ion, hei le el o mas e y o he
opic o nano echnology, i s place and ele ance in physics. The answe s e ealed he
s uden s' heo e ical knowledge base and hei p o essional ou look.
2. App oach o STEM pedagogy.
He e, he impo ance o in eg a ed eaching
me hods, he expe ience o implemen ing in e disciplina y connec ions, and he
possibili y o c ea ing new physics lessons h ough STEM we e conside ed. S uden s'
opinions on he ad an ages and po en ial di icul ies o STEM me hods we e
collec ed.
3. Use o a i icial in elligence.
This block was aimed a iden i ying esponden s'
ecogni ion o AI ools, hei expe ience o using hem in he educa ional p ocess, and
obs acles o he in oduc ion o AI (ma e ial and echnical base, eache
quali ica ions, e hical issues). In addi ion, s uden s' hypo he ical hough s abou he
u u e ole o AI we e analyzed.
The su ey ques ions we e made in closed and open ypes. Closed ques ions
we e aimed a ob aining quan i a i e da a, while open ques ions allowed s uden s
o eely exp ess hei opinions.
The s udy in ol ed 3 d-4 h yea s uden s s udying in he pedagogical di ec ion.
The selec ion me hod was pu posi e, since his audience will be di ec ly in ol ed in
eaching physics a school in he u u e. The age o he pa icipan s, hei in e es in
he special y, and he cu iculum co esponded o he esea ch opic.
In gene al, all s uden s who pa icipa ed in he su ey olun a ily ga e hei
consen and we e explained ha he esul s o he su ey would be used o scien i ic
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I SHO‘BA:
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pu poses only. The p inciple o anonymi y was obse ed, and he names, educa ional
ins i u ions, o o he da a o indi iduals we e no eco ded.
Da a collec ion and analysis
The su ey was conduc ed online, which inc eased he accessibili y o
pa icipan s and sa ed ime and esou ces. The analysis o he collec ed da a was
ca ied ou in wo di ec ions:
1. Quan i a i e analysis. The answe s o closed ques ions we e desc ibed in
e ms o equency and pe cen ages. This made i possible o de e mine he opinions
o he majo i y o s uden s, he p e ailing ends, and he gene al le el o a i ude.
2. Quali a i e analysis. The answe s o he open-ended ques ions we e analyzed
in e ms o con en , and he esponden s' opinions we e g ouped. He e, s uden s'
iews on he di icul ies in using AI, hei sugges ions, and hei hough s on he
in oduc ion o STEM educa ion we e iden i ied.
To inc ease he eliabili y o he esea ch da a, he su ey ques ions we e
p e iously discussed wi h expe s and me hodologically checked. In addi ion, when
analyzing he su ey esul s, quali a i e addi ions we e made by in e p e ing he
opinions o s uden s, no limi ed o quan i a i e indica o s.
To ensu e alidi y, he su ey ques ions we e designed in acco dance wi h he
speci ic esea ch objec i es and we e aimed a co e ing ac o s ha con ibu e o
imp o ing he p o essional compe ence o u u e eache s.
The equi emen s o scien i ic e hics we e s ic ly obse ed du ing he s udy.
The pu pose o he s udy was explained o he pa icipan s in ad ance, and hei
olun a y pa icipa ion and anonymi y we e ensu ed. Pa icipan s had he igh o
e use o pa icipa e in he su ey a any ime. The collec ed da a we e used only o
scien i ic analysis and we e no p o ided o hi d pa ies.
The me hods used allowed o a sys ema ic collec ion o he iews o u u e
physics eache s on he in eg a ion o STEM and a i icial in elligence in
nano echnology eaching. The su ey me hod was an e ec i e ool o iden i ying
hei needs, ad an ages and di icul ies in p o essional aining and iden i ying he
po en ial o in oducing inno a i e pedagogical echnologies.
RESULTS
The su ey esul s comp ehensi ely desc ibed he a i udes o u u e physics
eache s owa ds eaching nano echnology, STEM-educa ional app oaches, and he
use o a i icial in elligence (AI). In gene al, he collec ed da a showed ha s uden s
a e eady o accep inno a i e educa ional echnologies, bu ce ain di icul ies and
obs acles we e also iden i ied.
Le el o eadiness o nano echnology
63% o he s uden s who pa icipa ed in he su ey highly app ecia ed he place
and impo ance o nano echnology in mode n science. Howe e , only 37% o hem
belie e ha nano echnology opics can be adequa ely co e ed in he school
cu iculum. This esul indica es he lack o ma e ials on nano echnology in he
cu iculum and he me hodological di icul ies o explaining i .
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Figu e 1. Le el o eadiness o nano echnology
In hei esponses o open-ended ques ions, he majo i y o s uden s no ed he
lack o special labo a o y wo k and p ac ical ools o eaching nano echnology. This
issue is a p essing obs acle o u u e eache s.
App oach o STEM pedagogy
72% o esponden s ecognized ha STEM educa ion b ings a new impe us o
physics lessons and s eng hens in e disciplina y connec ions. In pa icula , he
e ec i eness o explaining nano echnology opics h ough g oup p ojec s was
especially no ed.
In addi ion, 18% no ed he lack o ime o he ull implemen a ion o he STEM
app oach and he isk o inc easing he lea ning load, while 10% no ed ha his
app oach equi es addi ional aining om he eache . This highligh ed he need o
o ganiza ional and me hodological suppo in he implemen a ion o STEM
educa ion.
Figu e 2. App oach o STEM pedagogy.
The s udy ound ha 54% o s uden s we e in e es ed in using AI ools in he
lea ning p ocess, and 26% had expe ience using hem in eal lessons. The mos
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commonly used ools we e au oma ed calcula ion p og ams, i ual labo a o ies, and
educa ional pla o ms.
A he same ime, 46% epo ed a numbe o di icul ies in using AI. These
included:
• insu icien ma e ial and echnical base (25%);
• low le el o eache quali ica ion (14%);
• da a con iden iali y and academic in eg i y issues (7%).
In hei esponses o open-ended ques ions, s uden s no ed he po en ial o AI
o imp o e he quali y o eaching, bu hey also emphasized he need o special
aining o eache s o i s ull implemen a ion.
Gene al ends
The su ey esul s e ealed ha mos u u e eache s a e inclined o adop
inno a i e echnologies. Howe e , he e a e me hodological and ma e ial di icul ies
in eaching nano echnology, ime and o ganiza ional cons ain s in implemen ing
he STEM app oach, and in as uc u al and e hical issues in using AI equi e
esolu ion.
DISCUSSION
The main goal o his s udy was o iden i y he oppo uni ies o u u e physics
eache s o in eg a e STEM educa ion and a i icial in elligence (AI) echnologies in
eaching nano echnology. The su ey esul s no only e ealed s uden s’ a i udes
owa ds inno a i e eaching me hods, bu also iden i ied se e al issues ha need o
be add essed in he cu en educa ion sys em.
Ba ie s o eaching nano echnology and solu ions
The su ey da a showed ha u u e eache s highly alue he place o
nano echnology in science. Howe e , he main obs acle is he lack o su icien ime
and me hodological ools o eaching his opic in he school cu iculum. One way
o sol e his is o each nano echnology h ough STEM p ojec s. Fo example,
modeling he ope a ion o nanolaye s in sola panels o in oducing simple i ual
expe imen s o s udy he p ope ies o nanoma e ials. Such app oaches allow o
unde s anding complex scien i ic concep s a he school le el.
Po en ial and limi a ions o STEM educa ion
The su ey esul s showed ha he majo i y o s uden s suppo he STEM
app oach. Fo hem, in e disciplina y in eg a ion enli ens he lea ning p ocess and
c ea es condi ions o he de elopmen o s uden s’ c i ical hinking. Howe e , i was
ound ha he e a e limi a ions in he ull implemen a ion o he STEM app oach,
such as lack o ime and inc eased wo kload.
To sol e his p oblem, i is ecommended o in oduce STEM elemen s in he
o m o small modules. Tha is, i is enough o gi e small p ojec asks ela ed o each
opic. Also, using he o m o g oup wo k is conside ed an accessible app oach o
u u e eache s, bo h in e ms o o ganiza ion and me hodology.
Possibili ies o in eg a ing a i icial in elligence
The esul s o he s udy showed ha s uden s a e e y in e es ed in AI
echnologies, bu hei p ac ical applica ion is s ill insu icien . The main obs acles
he e a e he ma e ial and echnical base and eache aining. In his ega d, se e al
e ec i e ways o g adually in oduce AI ools can be no ed:
1. Au oma e and explain physics p oblems. Pla o ms such as PhysicsAI de elop
s uden s' logical hinking by showing he solu ion o he p oblem s ep by s ep. And
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Mindg asp AI helps o c ea e a b ie synopsis o he educa ional ma e ial and conduc
a e iew in he o m o a es o ques ion and answe .
2. Vi ual labo a o ies. WhimsyLabs and EON Reali y Vi ual Labs allow s uden s
o conduc physics and nano echnology expe imen s in a sa e and isual o ma . This
allows o he in e p e a ion o complex expe imen s wi hou he need o speci ic
equipmen .
3. Pe sonal lea ning ajec o ies. The Siml.ai pla o m allows s uden s o lea n
complex physical models a hei own pace h ough digi al simula ions, aking in o
accoun hei ini ial le el. 3D/VR pla o ms such as Vi ual Lab.io suppo s uden s’
independen esea ch and implemen independen lea ning.
Using hese ools allows u u e eache s o conside AI no jus as an addi ional
assis an , bu as a s a egic di ec ion ha ensu es he educa ion p ocess eaches a
new le el.
Ways o sol e he p oblems
In gene al, he s udy e ealed se e al ele an p oblem a eas:
• Lack o me hodological ools o eaching nano echnology;
• Time and o ganiza ional ba ie s o implemen ing he STEM app oach;
• In as uc u al and quali ica ion limi a ions in he use o AI echnologies.
The ollowing ecommenda ions we e made o add ess hese issues:
• De elopmen o special eaching aids on nano echnology;
• In oduc ion o he STEM app oach h ough small modules, p ojec asks and
g oup wo k;
• Phased in oduc ion o AI ools and aining o eache s h ough special
cou ses.
Scien i ic and p ac ical signi icance
The scien i ic signi icance o his s udy is o iden i y he po en ial o inno a i e
app oaches o eaching nano echnology based on he pe spec i es o u u e
eache s. And he p ac ical signi icance is o sugges speci ic di ec ions o
in oducing STEM and AI echnologies in o he educa ional p ocess.
Thus, he esul s o he s udy no only desc ibe he opinions o s uden s, bu also
o e mode n solu ions o imp o ing he educa ion sys em. This will con ibu e o
inc easing he p o essional compe ence o u u e physics eache s and aising he
quali y o eaching o a new le el.
CONCLUSION
This s udy examined he impo ance o in eg a ing STEM educa ion and
a i icial in elligence (AI) echnologies in o nano echnology educa ion o u u e
physics eache s. The su ey esul s showed ha , despi e he high in e es o
s uden s in inno a i e app oaches, he e a e a numbe o p ac ical obs acles. In
pa icula , he lack o me hodological ools o eaching nano echnology, he lack o
ime o implemen he STEM app oach, and in as uc u al limi a ions in he use o
AI echnologies we e iden i ied.
Based on he esul s o he s udy, he ollowing conclusions we e d awn:
• The in oduc ion o STEM p ojec s in nano echnology educa ion allows u u e
eache s o adap complex scien i ic concep s o he school le el;
• Implemen ing he STEM app oach h ough small modules and p ojec asks
makes he lea ning p ocess mo e e ec i e and accessible;
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• The use o AI echnologies, in pa icula , ools such as PhysicsAI, Mindg asp AI,
WhimsyLabs, EON Reali y Vi ual Labs, Siml.ai, and Vi ual Lab.io, akes he
educa ional p ocess o a new quali a i e le el.
O e all, his s udy no only demons a es he e ec i eness o inno a i e
app oaches aimed a imp o ing he p o essional compe ence o u u e eache s, bu
also sugges s p ac ical ways o imp o e he educa ion sys em. The g adual, a ge ed
in oduc ion o STEM and AI echnologies is an impo an di ec ion o ensu ing he
p o essional aining o u u e physics eache s in acco dance wi h mode n
educa ional equi emen s.
Acknowledgmen
This esea ch was unded by he Science Commi ee o he Minis y o Science
and Highe Educa ion o he Republic o Kazakhs an (G an No. AP25796559).
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