Enhancing STEM Education Through AI-Driven Service-Learning: Fostering Student Understanding Of Nanotechnology-Based Green Materials For Sustainability

Abstract

This study examined STEM students’ understanding, perceptions, attitudes, and engagement in AI-driven service-learning experiences related to nanotechnology-based green materials for sustainability education. Anchored in Constructivist Learning Theory and the Technological Pedagogical Content Knowledge (TPACK) Framework, the study explored how integrating emerging technologies into service-learning can enhance students’ environmental awareness and motivation to address real-world challenges. A descriptive survey design was employed, involving 302 senior secondary school students from purposively selected ICT-enabled schools in the Nsukka Education Zone of Enugu State, Nigeria. Data were collected using a structured questionnaire titled Students’ Experiences with AI-Driven Service-Learning for Sustainability Education Questionnaire (SEASLEQ), with a reliability index of 0.87 (Cronbach’s alpha). The data were analysed using SPSS version 28, and mean and standard deviation were used to address the research questions. Findings revealed that students had limited understanding of nanotechnology-based green materials and their relevance to sustainability, despite some awareness of practical applications and exposure in school settings. Students generally held positive perceptions of AI integration in service-learning, particularly its usefulness in enhancing STEM learning and promoting creativity. They also expressed positive attitudes toward sustainability and the use of emerging technologies in addressing environmental challenges. However, their engagement and motivation in AI-driven service-learning activities were relatively low, indicating limited participation and classroom involvement. These findings underscore the need for more intentional and engaging integration of sustainability topics and emerging technologies into STEM curricula to enhance student understanding, participation, and motivation.