AI integration in STEM learning in inclusive schools in Indonesia from teachers experiences and perspectives

Artificial Intelligence (AI) has emerged as a transformative technology in STEM education, particularly in inclusive schools where diverse student needs require adaptive and accessible learning approaches. However, previous studies on AI adoption in education have predominantly focused on technological aspects while giving limited attention to teachers’ experiential and pedagogical dimensions, especially in developing countries such as Indonesia. This study aimed to examine the influence of AI integration quality and teachers’ professional experience on teachers’ perceptions of AI implementation in inclusive STEM education. A quantitative explanatory survey design was employed involving 1,000 teachers from inclusive primary and secondary schools across several Indonesian provinces. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings revealed that AI integration significantly influenced teachers’ perceptions (β = 0.399, p < 0.001), while teachers’ professional experience demonstrated a stronger effect (β = 0.512, p < 0.001). The structural model showed moderate explanatory power (R² = 0.449) and acceptable model fit (SRMR = 0.045). These results indicate that teachers’ direct pedagogical experiences, including technological competence, classroom adaptation, and institutional support, play a more substantial role than technological availability alone in shaping positive perceptions toward AI integration. The study extends technology acceptance frameworks by positioning teachers’ experience as a critical antecedent in inclusive AI-supported STEM learning. Practically, the findings highlight the importance of sustained experiential professional development, equitable digital infrastructure, and inclusive policy support to strengthen AI implementation in Indonesian schools.