Integrating AI in STEM education: exploring future STEM competencies of pre-service science teachers in the Philippines

Abstract This study investigates the future STEM competencies of pre-service science teachers in the Philippines, addressing the gaps in preparing teachers to address the challenges in preparing STEM teachers to meet 21st-century demands. Using a quantitative approach, this study surveyed 444 pre-service science teachers from five state universities in Luzon, Visayas, and Mindanao using convenience sampling. A structured questionnaire, grounded in the Philippine Skills Framework and validated by experts, measured competencies, such as AI integration in science education, critical thinking, and lifelong learning. Data were analyzed using partial least squares structural equation modelling (PLS-SEM). The findings revealed that future competencies, such as creativity and innovation, resilience and adaptability, ethical awareness, and reasoning, are essential for fostering critical thinking, collaboration, and leadership. However, AI Integration in STEM Education is not significant for critical thinking and problem solving. This study recommends training pre-service teachers in future-oriented competencies, technology-enabled pedagogy, and resilience. The scope of this study was limited to self-reported data and a national context. Cross-cultural and longitudinal studies are recommended for broader application.