A systematic literature review of artificial intelligence (AI) in secondary school physics: applications, benefits, and challenges

A systematic literature review (SLR) was conducted to explore the applications, benefits, and challenges of integrating Artificial Intelligence (AI) in secondary school physics education. Adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, the review included peer-reviewed articles from the Scopus and Web of Science databases published in English between 2020 and 2024. Double screenings and analysis confirmed the inclusion of only high-quality, relevant studies. Findings reveal that AI holds significant potential for personalizing physics education through adaptive learning systems, virtual labs, and intelligent tutoring tools, enhancing engagement and supporting diverse learning needs. However, key challenges such as teacher readiness, data privacy concerns, and balancing AI reliance with fostering critical thinking were identified. Addressing these issues requires comprehensive professional development for educators and the implementation of clear ethical data management practices to maintain trust and transparency. Recommendations include targeted training programs for teachers and the development of responsible AI usage policies. Future research should examine the long-term impacts of AI on critical thinking and problem-solving skills for secondary school physics.