{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,7]],"date-time":"2026-09-07T06:08:18Z","timestamp":1788761298688,"version":"build-2803163510"},"reference-count":28,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,9,7]],"date-time":"2026-09-07T00:00:00Z","timestamp":1788739200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:sec>\n                    <jats:title>Introduction<\/jats:title>\n                    <jats:p>Artificial intelligence (AI) is increasingly being integrated into science education, creating new opportunities for visualization, simulation, data interpretation, inquiry-based learning, and scientific explanation. However, it remains unclear how pre-service science teachers translate AI literacy into the professional knowledge and confidence required for AI-supported inquiry-based science teaching. Drawing on AI-TPACK and teacher self-efficacy perspectives, this study examined the serial mediating roles of AI-TPACK and science teaching self-efficacy in the association between AI literacy and Chinese pre-service science teachers\u2019 intention to integrate AI into inquiry-based science teaching.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>A total of 548 Chinese pre-service science teachers from universities participated in the survey. Data were analyzed using partial least squares structural equation modeling.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>AI literacy was positively associated with AI-TPACK, AI-TPACK was positively associated with science teaching self-efficacy, and science teaching self-efficacy was positively associated with AI integration intention. Further analysis supported a serial indirect pathway linking AI literacy to AI integration intention through AI-TPACK and science teaching self-efficacy.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title\/>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Discussion<\/jats:title>\n                    <jats:p>The findings suggest that AI literacy does not automatically translate into an intention to integrate AI into teaching; rather, this association operates through contextualized technological, pedagogical, and content knowledge and positive capability beliefs. This study extends the application of the AI-TPACK framework to pre-service science teacher education and offers practical implications for systematically developing pre-service science teachers\u2019 AI-related pedagogical competence and integration confidence.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpsyg.2026.1911909","type":"journal-article","created":{"date-parts":[[2026,9,7]],"date-time":"2026-09-07T05:33:54Z","timestamp":1788759234000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["From AI literacy to AI-integrated inquiry-based science teaching: the serial mediating roles of AI-TPACK and science teaching self-efficacy among Chinese pre-service science teachers"],"prefix":"10.3389","volume":"17","author":[{"given":"Jun","family":"Zou","sequence":"first","affiliation":[{"name":"Department of Chinese Language Studies, Faculty of Humanities, The Education University of Hong Kong","place":["Hong Kong SAR, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Nan","family":"Li","sequence":"additional","affiliation":[{"name":"Tianjin Foreign Languages School","place":["Tianjin, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Xiaofei","family":"Wang","sequence":"additional","affiliation":[{"name":"School of Computer Science and Informatics, University of Liverpool","place":["Liverpool, United Kingdom"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Juan","family":"Du","sequence":"additional","affiliation":[{"name":"School of Information Technology, Monash University Malaysia","place":["Bandar Sunway, Malaysia"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,9,7]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"647","DOI":"10.3926\/jotse.3555","article-title":"Preservice science teachers\u2019 preparedness for integrating AI in science teaching: a structural equation modeling approach","volume":"15","author":"Amandoron","year":"2025","journal-title":"J. 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