A INTELIGÊNCIA ARTIFICIAL NO ENSINO DA QUÍMICA: POTENCIALIDADES E DESAFIOS

Abstract

Artificial Intelligence (AI) has rapidly expanded and reached different sectors of society, including the educational field. In Chemistry education, this technology has attracted growing interest due to its potential to support teaching and learning processes, personalize content, and assist teachers and students in academic activities. This study aimed to analyze the potentials and challenges of using AI in Chemistry teaching, considering its classroom application, its impacts on learning, and its contribution to teacher preparation. To achieve this objective, a bibliographic mapping was carried out between 2020 and 2025 in databases such as SciELO, Google Scholar, and CAPES Journals. Three main descriptors were used: (1) artificial intelligence in Chemistry teaching; (2) artificial intelligence in Chemistry classes; and (3) artificial intelligence in the preparation of Chemistry lessons. The adopted methodology was the “state of the art,” allowing the identification of trends, gaps, and theoretical perspectives through the analysis of selected scientific publications. The results related to the first descriptor indicate that AI can contribute to the understanding of abstract content, provide personalized explanations, and expand access to high-quality educational materials. Tools such as ChatGPT, Gemini, and Socratic assist in knowledge construction when used critically and with guidance. However, the literature also points to risks, such as technological dependence, superficial learning, and the possible reduction of students’ intellectual autonomy, as they may resort to platforms in search of ready-made answers without developing reading, writing, and analytical skills. Regarding the second descriptor, it was observed that AI can make Chemistry classes more dynamic and interactive through simulators, image generation, instant explanations, and personalized activities. These tools support active learning methodologies and contribute to increased student engagement. Nevertheless, challenges persist, such as the lack of technological infrastructure in many public schools, the need for specific teacher training, and the risk of weakening pedagogical relationships if technology replaces essential interactions between teacher and student. Concerning the third descriptor, AI has proven to be a relevant ally in lesson preparation, assisting in the development of teaching plans, activities, assessments, and instructional materials. These platforms optimize teachers’ time and broaden methodological possibilities. Still, the studies emphasize that AI does not replace the teacher’s role in mediating knowledge, contextualizing content, and making pedagogical decisions. In conclusion, AI presents significant potential to transform Chemistry teaching by expanding learning opportunities, personalization, and methodological innovation. However, its use requires caution, proper training, and critical reflection so that it effectively contributes to teaching quality and the holistic development of students, being understood as a complementary tool to the teacher’s work.