Abstract This study examines the design and evaluation of a seminar for chemistry student teachers that integrates principles of inclusive science education with the development of AI literacy and core teacher tasks. Adaptations to the seminar were made based on the idea of participatory action research, through participants’ qualitative feedback and a pre–post survey on AI literacy. The study shows improvements in participants’ affective AI literacy, while values for behavioural indicators remained comparatively low. Students valued the opportunity to revisit foundational concepts of lesson planning and inclusion and appreciated the practical, tool-oriented engagement with AI as well as the critical reflection on its potential and limitations. The results highlight that such seminar approaches can foster confidence and reflective awareness and that, for sustained integration, collaborative knowledge building can prove valuable. Therefore, AI literacy and inclusive pedagogy should be integrated more systematically across teacher education programs to ensure that future science teachers can employ AI both responsibly and effectively to address learner diversity.
Naumann et al. (Thu,) studied this question.
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