Can AI aid teachers to motivate inventiveness of learners in ICT, Math, Science, and TechVoc Areas

Abstract

  Grounded in Constructivist Learning Theory and supported by Amabile’s Componential Theory of Creativity, this study investigates how artificial intelligence (AI) can aid teachers in motivating inventiveness among learners in ICT, Mathematics, and Science. Although existing literature highlights AI’s potential to enhance personalization, feedback, and adaptive learning, few studies have explored how AI influences learners’ creativity and innovation within STEM-related classroom settings, especially from both teacher and learner perspectives. This gap becomes more pronounced in basic education contexts where AI integration is still emerging and unevenly understood. Using a qualitative descriptive research design, the study gathers insights from purposively selected ICT, Math, and Science teachers (n = 10–12) who have utilized AI-assisted tools such as simulations, adaptive learning systems, and code assistants and students (n = 6–8 per discipline) who have been exposed to these AI-supported instructional activities. Data were through semi-structured interviews aligned with objectives aimed at identifying teachers’ AI integration practices, learners’ perceptions, and the motivational and inventive outcomes associated with AI-assisted learning environments. The study is expected to reveal that teachers use a range of AI platforms to promote creativity, experimentation, and problem-solving, but face challenges related to accessibility, technical training, and alignment with curriculum outcomes. Learners are anticipated to perceive AI tools as engaging and motivating, particularly due to features such as real-time feedback, personalized tasks, and interactive simulations that stimulate inventiveness. However, limitations such as cognitive overload, dependency on AI, or lack of proper guidance may also surface. Overall, the findings are expected to contribute a nuanced understanding of how AI can be pedagogically leveraged to cultivate creativity and innovation in ICT, Math, and Science classrooms, while also informing policy, teacher training, and the development of AI-supported instructional strategies aligned with constructivist and creativity-centered learning principles.