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<p>The inherently abstract and interdisciplinary nature of nanotechnology necessitates innovative pedagogical approaches in teacher education. This study examined observed changes associated with the integration of Science, Technology, Engineering, and Mathematics (STEM) education and Artificial Intelligence (AI) applications within a flipped learning model in relation to teachers’ entrepreneurship skills, AI awareness, and views on nanotechnology and AI. The study was conducted with 99 teachers selected through purposeful sampling and employed an embedded mixed-methods design. Quantitative data were collected using standardised scales, while qualitative data were obtained through semi-structured interviews. Quantitative findings indicated statistically significant post-intervention increases in teachers’ entrepreneurship skills and AI awareness. Qualitative findings complemented these results by showing that teachers developed broader conceptualisations of nanotechnology, recognised its potential for classroom integration, and produced more diverse metaphors after the intervention. Importantly, teachers’ responses suggested a shift from passive consumption of content toward more active, teacher-led instructional design. Teachers created lesson plans and learning artefacts and iteratively redesigned AI-generated content to develop STEM-based nanotechnology activities aligned with classroom realities. This pattern of teacher agency was reflected in post-intervention metaphors such as “Inventor” and “Designer,” indicating that teachers positioned themselves as critical decision-makers rather than mere users of technology. Overall, the findings suggest that this integrated model may offer a promising framework for supporting teachers’ professional competencies in nanotechnology education.</p>

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Teaching nanotechnology to teachers: Al and STEM integrated with flipped learning

  • 期刊论文

  • 发表日期：

    2026年7月3日

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  • Esin Kaya,
  • Ayça Kartal,
  • Serhan Sarıoğlu,
  • Bekir Yıldırım

摘要

The inherently abstract and interdisciplinary nature of nanotechnology necessitates innovative pedagogical approaches in teacher education. This study examined observed changes associated with the integration of Science, Technology, Engineering, and Mathematics (STEM) education and Artificial Intelligence (AI) applications within a flipped learning model in relation to teachers’ entrepreneurship skills, AI awareness, and views on nanotechnology and AI. The study was conducted with 99 teachers selected through purposeful sampling and employed an embedded mixed-methods design. Quantitative data were collected using standardised scales, while qualitative data were obtained through semi-structured interviews. Quantitative findings indicated statistically significant post-intervention increases in teachers’ entrepreneurship skills and AI awareness. Qualitative findings complemented these results by showing that teachers developed broader conceptualisations of nanotechnology, recognised its potential for classroom integration, and produced more diverse metaphors after the intervention. Importantly, teachers’ responses suggested a shift from passive consumption of content toward more active, teacher-led instructional design. Teachers created lesson plans and learning artefacts and iteratively redesigned AI-generated content to develop STEM-based nanotechnology activities aligned with classroom realities. This pattern of teacher agency was reflected in post-intervention metaphors such as “Inventor” and “Designer,” indicating that teachers positioned themselves as critical decision-makers rather than mere users of technology. Overall, the findings suggest that this integrated model may offer a promising framework for supporting teachers’ professional competencies in nanotechnology education.