Beyond Automation: The Hidden Curriculum of AI and the Evolving Identity of Chemistry Educators

Source abstract

The rapid integration of artificial intelligence (AI) in science education has generated significant enthusiasm for its capacity to personalize instruction, streamline assessment, and enhance access to learning resources. In chemistry education, however, discussions often foreground these functional benefits while overlooking the deeper pedagogical implications of AI-mediated learning. This perspective article examines two interconnected dimensions of AI integration: the implicit “hidden curriculum” embedded in AI tools and the evolving professional identity of chemistry educators in AI-augmented environments. Drawing on contemporary literature in science education, educational technology, and teacher identity, we argue that AI systems not only support instruction but may also shape students’ beliefs about knowledge, approaches to problem solving, and perceptions of knowledge authority. Without intentional mediation, AI use may encourage procedural compliance and passive acceptance of algorithmic outputs rather than inquiry-driven engagement. Simultaneously, the expanding presence of AI challenges traditional teacher roles, prompting a shift toward educators as critical mediators, learning designers, and ethical stewards of technology use. We contend that responsible AI integration in chemistry education requires explicit pedagogical framing, AI literacy development, and sustained professional reflection to ensure that technological innovation strengthens rather than diminishes critical inquiry and scientific understanding.