Professional Development Needs of Physics Teachers in the Era of Artificial Intelligence
TL;DR
It is concluded that effective AI integration requires coordinated investments in teacher capacity building, supportive institutional policies, technological infrastructure, and sustained professional learning opportunities.
Abstract
Artificial intelligence (AI) is increasingly transforming educational practice, creating new opportunities and challenges for teachers. This study explored the professional development needs of secondary school physics teachers for effective AI integration in Kampala, Uganda. A qualitative descriptive research design was adopted, involving 22 purposively selected physics teachers with experience in digital technologies and awareness of AI applications. Data were collected through semi-structured interviews and analyzed using thematic analysis. Six themes emerged: awareness and understanding of AI, current use of AI in physics teaching, barriers to AI adoption, required AI competencies, professional development priorities, and institutional support needs. The findings revealed that although teachers recognized the potential of AI to enhance lesson preparation, assessment, and conceptual understanding, they lacked adequate knowledge, practical skills, and institutional support for effective classroom implementation. Participants emphasized the need for continuous, practical, subject-specific professional development focusing on AI literacy, pedagogical integration, ethical considerations, and prompt engineering. The study concludes that effective AI integration requires coordinated investments in teacher capacity building, supportive institutional policies, technological infrastructure, and sustained professional learning opportunities.
