Dataset on teachers' perspectives on the application of Artificial Intelligence in Natural Science education at lower secondary schools

This dataset offers comprehensive insights into the perspectives of Natural Science teachers in Vietnam on the integration of Artificial Intelligence (AI) into their instructional practices, as reported by 7,877 lower secondary school teachers from 11 provinces across the country. Five key dimensions were explored from the teachers’ perspectives: (1) teachers’ perceptions of AI and its benefits; (2) frequency of AI tool usage in teaching; (3) evaluation of AI's effectiveness in supporting instructional practices; (4) Challenges encountered; and (5) teachers' desires and recommendations for enhancing the effectiveness of AI application in teaching. This dataset is valuable for researchers, educators, policymakers, and curriculum developers as a basis for identifying training needs and developing strategies for effective AI integration in lower secondary schools. Moreover, it may benefit broader educational research communities, offering a reference point for investigating AI adoption in science education at other educational levels and subjects within the K–12 system.本数据集全面呈现了越南全国11个省份的7877名初中自然科学教师对于将人工智能（Artificial Intelligence, AI）融入教学实践的看法。研究从教师视角出发，覆盖五大核心维度：（1）教师对人工智能的认知及其应用价值；（2）教学中人工智能工具的使用频次；（3）人工智能对教学实践的支撑效果评估；（4）应用过程中遭遇的挑战；（5）教师对提升人工智能教学应用效能的诉求与建议。本数据集可为研究人员、教育工作者、政策制定者及课程开发者提供重要支撑，帮助其明确教师培训需求，并制定适配初中阶段人工智能有效融入教学的策略。此外，该数据集还可惠及更广泛的教育研究群体，为探究K-12体系内其他教育阶段及学科的科学教育领域人工智能应用情况提供参考依据。