In many ways, it is a fool’s errand to attempt to write a “future directions” chapter given the rapid pace at which AI is developing. Case in point: when we began writing this book, ChatGPT did not exist, and now, less than a year later, the conversation about the role of generative AI in education has taken up significant space in both formal and informal conversations. We have no doubt that technological advances are going to continue at a rapid pace. So, in light of this, rather than predict or project future applications of machine learning or AI more broadly in science education (see Zhai’s (2023) concluding chapter if you are looking for these types of insights), we would like to offer our perspective on our responsibilities and obligations as we continue to engage with the methodological advances in the field.