Artificial Intelligence in Primary Science and Technology Education with a Focus on Implementation of AI in a Learning Context: Results of a Scoping Review

Abstract

Artificial intelligence has become an integral component of 21st-century life, necessitating ongoing adaptation to the profound social and technological transformations it precipitates (Yim & Su, 2025). AI impacts not only the everyday world, where it encompasses a wide range of technologies and applications, but also future primary education.

Primary education faces the challenge of raising awareness among learners and teachers for an AI-driven living environment and leveraging the technology’s potential responsibly (Irion & Kuzu, 2025). In everyday school life, AI can be used particularly in science and technology lessons in primary schools, as this is where a basic understanding of the technological environment is acquired, as well as the ability to cope in an increasingly complex world. It is important to investigate how AI can be integrated into both instructional preparation and classroom learning activities, contributing to the ongoing development of primary education (Irion & Kuzu, 2025). Building on these perspectives, there is a need for structured frameworks that specify which AI-related -should be fostered in primary education in order to systematically support learners’ understanding and use of AI in their everyday lives. A theoretical framework for AI-competences in primary education is adopted and divided into fundamental knowledge, use & control, reflection (in everyday life).

This article presents a scoping review of the literature on the use of Artificial Intelligence in a teaching and learning context in primary science and technology education. The scoping review identifies central aspects of AI use in primary science and technology education and outlines the current state of research in this field.