DOI: 10.37995/jotcsc.2000157 ISSN: 2459-1734

Artificial Intelligence in Science Education in Turkey (2022–2025): A Systematic Review Based on PRISMA Framework

Esra Sarıcı, Rıdvan Elmas
Show PDF Cite
Artificial intelligence (AI) is increasingly shaping science education research worldwide; however, its representation in the Turkish literature is not yet clear. This study systematically examines Turkish peer-reviewed articles published between 2022 and 2025 on AI in the field of science education (science, physics, chemistry, and biology education), in accordance with the PRISMA framework. The literature search was conducted in the TR Index and Google Scholar databases. Following the identification, screening, eligibility, and inclusion stages, a total of 17 studies were analyzed in terms of publication trends, research themes, methodological characteristics, participant groups, and future research directions. The findings show that no publications meeting the criteria were found in 2022, but there was a steady increase in the number of publications between 2023 and 2025, with a particularly significant increase (n = 12) in 2025. This increase coincides with the widespread adoption of AI tools such as ChatGPT. The review identified four main themes: AI Literacy, AI-Assisted Instruction and Learning, AI in Teacher Training and Professional Development, and AI-Based Assessment and Evaluation. AI literacy was the most dominant theme in the studies. While most research was conducted in the field of science education, studies in physics, chemistry, and biology education were limited. Qualitative research methods were predominantly preferred; participants mainly consisted of teachers, pre-service teachers, and students. Overall, this systematic review reveals that the existing literature is limited in terms of scope and methodological diversity; it emphasizes the need for more experimental, longitudinal, and classroom-based research.

More from our Archive