ENHANCING SCIENCE TEACHERS' TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE THROUGH AI-MEDIATED PERSONALIZED FEEDBACK: A CROSS-COUNTRY STUDY IN NIGERIA AND GHANA

Authors

  • Emmanuel Ikechukwu Nnamonu Department of Biology, Federal College of Education, Eha-Amufu, Enugu State, Nigeria
  • Innocent Ezeorah Ezeaku Department of Agricultural Science Education, Federal College of Education, Eha-Amufu, Enugu State, Nigeria
  • Pamela Amarachi Ndukwe-Ani Alvan Ikoku Federal University of Education, Owerri, Imo State

Keywords:

Technological Pedagogical Content Knowledge (TPACK), SCIENCE TEACHERS, Artificial Intelligence (AI), Personalized Feedback, Cross-Country Study

Abstract

This review synthesizes evidence on the potential of AI-mediated personalized feedback to enhance SCIENCE TEACHERS’ Technological Pedagogical Content Knowledge (TPACK) in Nigeria and Ghana. Drawing on recent studies of intelligent tutoring systems, generative AI, and adaptive feedback, it examines their contributions to teachers’ content, pedagogical, and technological competencies through AI-TPACK and related theoretical frameworks. The review further analyzes contextual factors, including digital infrastructure, linguistic diversity, and ethical considerations, that shape AI adoption in West African education. Although innovations such as Kwame for Science, educator-focused GPT platforms, and U-Lesson demonstrate considerable promise, empirical evidence remains limited. The review concludes that realizing AI’s transformative potential requires rigorous, culturally responsive, comparative research and the co-development of localized, ethically grounded AI tools to inform scalable biology teacher education and policy in West Africa.

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Published

2026-08-31

Issue

Vol. 5 No. 1 (2026): UJERSVOCS

Section

Articles