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Item Open Access CHALLENGES OF CHEMISTRY TEACHERS IN SCHOOLS(Faculty of Education & Humanities, 2024) Kiikov B.; Satilmis H.Y.; Abilbek Zh.This study explores the application of artificial intelligence (AI) in chemistry education through an extensive review of ten academic articles. AI's integration into chemistry education has led to the development of various educational tools, such as personalized learning platforms and virtual labs. These advancements have greatly contributed to enhancing student learning and teacher experiences. The primary activities facilitated by AI include creating and solving open-ended and multiple-choice questions, and answering questions and solving problems. However, the utilization of AI for laboratory work and making scientific predictions remains less common, suggesting these areas are more appealing to college and university students. Recommendations for future research include developing a comprehensive chemistry database to accurately answer complex questions, creating an all-inclusive AI chemistry application, and devising methods to calculate chemical problems using mathematical formulas. This would involve integrating these methods into AI to generate tasks with different formulas and calculations but identical final meanings. Implementing these suggestions could significantly improve students' chemistry skills and promote academic integrity. This study underlines the transformative potential of AI in education, particularly in the domain of chemistry, offering new avenues for enhancing learning outcomes and teaching efficiency.Item Open Access AI in chemistry education and ethical considerations(SDU University, 2025) Balkyibek K.This dissertation examines the integration of Artificial Intelligence (AI) tools, specifically ChatGPT, in chemistry education in Kazakhstan, aiming to identify challenges, opportunities, ethical considerations, and the practical effectiveness of these tools in enhancing learning outcomes. The study explored three key areas: the effectiveness of AI integration into chemistry education, the ethical and privacy concerns associated with student use of AI tools, and the primary advantages and disadvantages of employing AI in chemistry instruction. Using a mixed-method approach, the research combined quantitative surveys among 108 chemistry education students from Kazakh universities and qualitative expert evaluations of AI-generated chemistry solutions. The theoretical framework drew from existing literature on AI integration in education, ethical implications, and pedagogical impacts. Findings indicated that students strongly prefer ChatGPT due to its efficiency, clarity, and ability to facilitate independent learning, primarily utilizing it for problemsolving and exam preparation. However, significant limitations were observed, including accuracy issues, logical inconsistencies, and inadequate linguistic adaptation to the Kazakh language. Ethical concerns highlighted were academic integrity, dependency on technology, and unequal access to premium AI features. The dissertation contributes theoretically by providing empirical evidence of AI’s educational benefits and limitations, and practically by recommending structured AI integration strategies, specialized training, enhanced linguistic localization, and ethical guidelines. Ultimately, this research informs educators, policy-makers, and developers aiming to harness AI responsibly and effectively in chemistry education.