Teacher Trainees’ Perspectives on Utilizing Artificial Intelligence for Plant Identification at a University in the Eastern Cape Province, South Africa
This study explored teacher trainees’ perceptions of using artificial intelligence (AI) for plant identification. Utilizing a constructivist research paradigm and a case study approach, data was collected from Botany teacher trainees through purposeful sampling. The research employed a quantitative...
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Noyam Journals
2025-05-01
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| Series: | Journal of Education and Learning Technology |
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| Online Access: | https://noyam.org/wp-content/uploads/2025/05/JELT2025654.pdf |
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| author | Vuyokazi Momoti Nozuko Nqabeni Yolisa Christina Majija |
| author_facet | Vuyokazi Momoti Nozuko Nqabeni Yolisa Christina Majija |
| author_sort | Vuyokazi Momoti |
| collection | DOAJ |
| description | This study explored teacher trainees’ perceptions of using artificial intelligence (AI) for plant identification. Utilizing a constructivist research paradigm and a case study approach, data was collected from Botany teacher trainees through purposeful sampling. The research employed a quantitative method, where participants were asked to install the Plantnet Application on their smartphones to identify various plants for their herbarium project. Out of 100 randomly selected students who received questionnaires with a 5-point Likert scale, 67 completed and returned them. Data analysis was conducted using SPSS software, focusing on descriptive statistics. The results show that satisfaction with AI usage has positively influenced students’ attitudes towards scientific plant name knowledge. AI demonstrates the potential to enhance learning methods and develop e-learning platforms tailored to users’ needs. The researchers recommend this identification method for its time efficiency and high reliability. Additionally, the Plantnet AI improves the accuracy of scientific names for different species. Ongoing professional development is crucial for in-service science teachers to stay updated with evolving AI technologies and instructional methods. Integrating AI into practical Life Sciences work, including Botany and Zoology, can provide students with comprehensive knowledge of plants and animals while significantly reducing the time needed for traditional species identification. This interdisciplinary approach promotes the development and application of AI technologies in plant identification. Curriculum designers should promote customized online and onsite training focusing on AI integration within science education for inservice teachers. This proactive approach ensures that pre-service teachers enter an environment where AI is already integrated when they become in-service. |
| format | Article |
| id | doaj-art-b430350c16de4fbcb939b67eae8c58c0 |
| institution | DOAJ |
| issn | 2720-7730 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | Noyam Journals |
| record_format | Article |
| series | Journal of Education and Learning Technology |
| spelling | doaj-art-b430350c16de4fbcb939b67eae8c58c02025-08-20T03:23:07ZengNoyam JournalsJournal of Education and Learning Technology2720-77302025-05-0165297308https://doi.org/10.38159/jelt.2025654Teacher Trainees’ Perspectives on Utilizing Artificial Intelligence for Plant Identification at a University in the Eastern Cape Province, South AfricaVuyokazi Momoti0https://orcid.org/0000-0001-9617-2904 Nozuko Nqabeni1https://orcid.org/0000-0001-8254-8210Yolisa Christina Majija2https://orcid.org/0000-0002-9235-5743Faculty of Education, Walter Sisulu University, Mthatha, Eastern Cape, South Africa.Faculty of Education, Walter Sisulu University, Mthatha, Eastern Cape, South Africa.Faculty of Education, Walter Sisulu University, Mthatha, Eastern Cape, South Africa.This study explored teacher trainees’ perceptions of using artificial intelligence (AI) for plant identification. Utilizing a constructivist research paradigm and a case study approach, data was collected from Botany teacher trainees through purposeful sampling. The research employed a quantitative method, where participants were asked to install the Plantnet Application on their smartphones to identify various plants for their herbarium project. Out of 100 randomly selected students who received questionnaires with a 5-point Likert scale, 67 completed and returned them. Data analysis was conducted using SPSS software, focusing on descriptive statistics. The results show that satisfaction with AI usage has positively influenced students’ attitudes towards scientific plant name knowledge. AI demonstrates the potential to enhance learning methods and develop e-learning platforms tailored to users’ needs. The researchers recommend this identification method for its time efficiency and high reliability. Additionally, the Plantnet AI improves the accuracy of scientific names for different species. Ongoing professional development is crucial for in-service science teachers to stay updated with evolving AI technologies and instructional methods. Integrating AI into practical Life Sciences work, including Botany and Zoology, can provide students with comprehensive knowledge of plants and animals while significantly reducing the time needed for traditional species identification. This interdisciplinary approach promotes the development and application of AI technologies in plant identification. Curriculum designers should promote customized online and onsite training focusing on AI integration within science education for inservice teachers. This proactive approach ensures that pre-service teachers enter an environment where AI is already integrated when they become in-service.https://noyam.org/wp-content/uploads/2025/05/JELT2025654.pdflearning styleartificial intelligenceperceptionssatisfactionplantnet application |
| spellingShingle | Vuyokazi Momoti Nozuko Nqabeni Yolisa Christina Majija Teacher Trainees’ Perspectives on Utilizing Artificial Intelligence for Plant Identification at a University in the Eastern Cape Province, South Africa Journal of Education and Learning Technology learning style artificial intelligence perceptions satisfaction plantnet application |
| title | Teacher Trainees’ Perspectives on Utilizing Artificial Intelligence for Plant Identification at a University in the Eastern Cape Province, South Africa |
| title_full | Teacher Trainees’ Perspectives on Utilizing Artificial Intelligence for Plant Identification at a University in the Eastern Cape Province, South Africa |
| title_fullStr | Teacher Trainees’ Perspectives on Utilizing Artificial Intelligence for Plant Identification at a University in the Eastern Cape Province, South Africa |
| title_full_unstemmed | Teacher Trainees’ Perspectives on Utilizing Artificial Intelligence for Plant Identification at a University in the Eastern Cape Province, South Africa |
| title_short | Teacher Trainees’ Perspectives on Utilizing Artificial Intelligence for Plant Identification at a University in the Eastern Cape Province, South Africa |
| title_sort | teacher trainees perspectives on utilizing artificial intelligence for plant identification at a university in the eastern cape province south africa |
| topic | learning style artificial intelligence perceptions satisfaction plantnet application |
| url | https://noyam.org/wp-content/uploads/2025/05/JELT2025654.pdf |
| work_keys_str_mv | AT vuyokazimomoti teachertraineesperspectivesonutilizingartificialintelligenceforplantidentificationatauniversityintheeasterncapeprovincesouthafrica AT nozukonqabeni teachertraineesperspectivesonutilizingartificialintelligenceforplantidentificationatauniversityintheeasterncapeprovincesouthafrica AT yolisachristinamajija teachertraineesperspectivesonutilizingartificialintelligenceforplantidentificationatauniversityintheeasterncapeprovincesouthafrica |