Introduction:Artificial Intelligence (AI) technologies have recently brought about a profound transformation in the field of education, particularly in science education. The potential of AI in education lies in its ability to personalize learning processes, optimize teaching practices, and reduce educational inequalities, making it an increasingly recognized tool in pedagogical research (Holmes et al., 2022; Zawacki-Richter et al., 2019). These technologies have demonstrated significant potential in improving learning outcomes by tailoring content to individual student needs (Luckin et al., 2016; Chen et al., 2020). However, the role of AI in education extends beyond pedagogical advantages; it also offers solutions to systemic challenges in education, such as addressing inequities and enhancing accessibility (Williamson, 2017; Selwyn, 2021).Science education, as a discipline, aims to help students understand scientific concepts, develop scientific thinking skills, and engage in scientific processes (National Research Council, 2012). However, traditional teaching methods often fail to adequately address the diverse needs of students, creating barriers to effective learning (Hattie, 2009). AI-based technologies have emerged as a promising solution to overcome these barriers. For instance, personalized learning systems adapt content to students’ learning paces and styles, making learning processes more effective (Pane et al., 2014; Kizilcec et al., 2017). Similarly, intelligent tutoring systems provide real-time feedback, enhancing learning outcomes (VanLehn, 2011; Woolf et al., 2013).The impact of AI in science education is not limited to student learning; it also has the potential to transform teaching practices. Teachers can leverage AI-based tools to improve lesson planning, student assessment, and curriculum optimization (Holmes et al., 2019; Luckin, 2017). However, the widespread adoption of these technologies in education raises significant ethical and pedagogical concerns. Algorithmic biases, data privacy issues, and digital inequalities are among the primary challenges that limit the effective use of AI in education (Eubanks, 2018; O’Neil, 2016). Therefore, to fully realize the potential of AI in education, interdisciplinary collaborations and policy initiatives are essential to address these challenges (Selwyn, 2021; Williamson, 2017).The Scholarship of Teaching and Learning (SoTL) is a well-established framework that emphasizes the systematic study of teaching and learning processes to improve educational outcomes (Boyer, 1990; Hutchings & Shulman, 1999). SoTL encourages educators to adopt evidence-based practices, critically reflect on their teaching methods, and contribute to the broader knowledge base of effective pedagogy (Felten, 2013). In the context of AI in science education, SoTL provides a robust foundation for evaluating how AI technologies can enhance teaching practices and student learning outcomes.Recent studies have highlighted the alignment between SoTL principles and AI-driven educational innovations. For instance, AI-powered personalized learning systems align with SoTL’s emphasis on tailoring instruction to meet diverse student needs (Kizilcec et al., 2017; Pane et al., 2014). Similarly, intelligent tutoring systems, which provide real-time feedback, resonate with SoTL’s focus on formative assessment and continuous improvement (VanLehn, 2011; Woolf et al., 2013). By integrating SoTL principles into AI research, educators and researchers can ensure that AI technologies are not only effective but also equitable and inclusive (Felten, 2013; Hutchings & Shulman, 1999).Moreover, SoTL’s emphasis on reflective practice and iterative improvement is particularly relevant in addressing the ethical and pedagogical challenges associated with AI in education. For example, algorithmic biases and data privacy concerns can be mitigated through rigorous evaluation and iterative refinement of AI systems, guided by SoTL principles (Eubanks, 2018; O’Neil, 2016). By embedding SoTL into the design and implementation of AI technologies, educators can create more transparent, accountable, and student-centered learning environments (Hutchings & Shulman, 1999; Felten, 2013).This study examines bibliometric trends in AI and science education research between 2015 and 2024, investigating the impact of these technologies on student learning and teaching practices. Guided by the principles of the Scholarship of Teaching and Learning (SoTL), this research systematically evaluates the role of AI in education, emphasizing its potential to enhance student learning and transform teaching practices. Furthermore, this study proposes solutions to the ethical and pedagogical challenges associated with AI in education, providing a framework for future research.