Kuala Lumpur: In a Malaysian classroom not too far in the future, a science teacher prepares for class not by flipping through textbooks but by typing prompts into an AI assistant that generates a lesson plan in seconds. It sounds like science fiction, but it’s quickly becoming science fact. As Malaysia races toward digital education with its upcoming 2027 School Curriculum Reform, artificial intelligence (AI) is entering science classrooms. But while some hail this as a revolution, others wonder: is AI-powered learning a blessing or just another burden for already overworked science teachers?
Artificial intelligence in education isn’t entirely new. It gained momentum, especially during the COVID-19 pandemic, when schools turned to digital tools to keep learning going. Today, AI goes beyond video calls and digital worksheets, where it can personalize lessons, spot student weaknesses, and even help with classroom management. Moreover, a recent study by Ahmad Shukur Arifen and colleagues in 2024 found that using AI-based e-modules in science lessons improved student motivation and engagement. These tools helped teachers deliver lessons more clearly and adapt to different learning levels. AI applications like ChatGPT also generate daily lesson plans (RPH), saving teachers precious time and energy. These advancements align with Malaysia’s Education Blueprint 2013–2025, encouraging technology integration to improve teaching quality.
But for every promise, there’s a problem. Many science teachers still feel unprepared to use AI effectively. According to a paper by Mohammad Aniq Amdan et al. in 2024, AI adoption in Malaysia’s STEM classrooms is still in its early stages. Teachers face hurdles such as lack of professional training, insufficient school infrastructure, and poor internet access in some areas. Ethical concerns like student data privacy and algorithm transparency also make teachers hesitant. The same paper highlights the urgent need for ethical guidelines, inclusive system design, and targeted investment in teacher training to ensure the smooth integration of AI into classrooms.
In fact, even among teachers already exposed to AI tools, perceptions vary widely. A 2024 case study by Shi et al. found that while some educators view AI as a helpful teaching assistant, others are unsure how to incorporate it into their daily routines. Some teachers see it as a tool to support traditional teaching, while others feel overwhelmed by the need to learn new systems without adequate guidance.
Beyond the classroom, government policies and private sector initiatives push for more AI adoption. Malaysia’s National Policy on Science, Technology and Innovation (DSTIN) 2021–2030 supports AI integration in education, especially under Strategic Thrust 4, which focuses on strengthening teacher capabilities and encouraging innovation. Meanwhile, Google recently announced an RM9.4 billion investment in Malaysia’s digital infrastructure, including AI literacy programs targeting students and teachers.
These developments show strong support at the top. However, they don’t always reflect the situation on the ground. Despite improvements in technology, interest in science education is waning. According to a Malay Mail report (2024), fewer students are choosing to enrol in science streams like Physics, Chemistry, and Biology despite better academic performance. This drop points to a need for new, engaging approaches in science education, and AI might offer one solution.
Still, technology is only as effective as its implementation. Without sufficient training and support, even the most advanced AI tools can become sources of stress for educators. AI may widen the gap between policy and practice if science teachers lack the skills, confidence, and infrastructure to use these tools effectively. Thus, Malaysia must take a human-first approach to transform science education truly. Teachers must be empowered and not overwhelmed by technology. Practical, continuous professional development should be made accessible for all teachers, not just those in urban or well-funded schools. In addition, schools must be provided with reliable internet, technical support, and digital tools to make AI integration feasible.
Parents and students also need to be involved. Trust and cooperation increase when communities understand how AI is used and its benefits. This helps ensure that technology supports and does not replace the relationships at the heart of education. Ultimately, AI in education is neither a magic solution nor a threat. It is a tool that can help teachers work smarter, not harder. With proper planning, training, and infrastructure, AI can play a key role in improving science education in Malaysia. But without these supports, the tools meant to ease the burden could add to it. As Malaysia moves toward its digital future, one thing is clear: the success of AI-powered learning will depend not just on the technology itself but on how well we prepare our teachers to use it.
Writers:
Nurul Atikah binti Abd Yajid
Master’s Student in Chemistry Education, Faculty of Science & Mathematics, UPSI
Dr. Mohd Mokhzani bin Ibrahim
Lecturer, Faculty of Science and Mathematics, UPSI
