In the rapidly evolving landscape of education, the integration of generative artificial intelligence (AI) into secondary STEM (Science, Technology, Engineering, and Mathematics) education presents both unprecedented opportunities and profound philosophical questions. A recent scoping literature review by Fock and Siller, published in the International Journal of STEM Education (2025), delves into this very nexus, exploring how generative AI intersects with the broader concept of human flourishing in secondary educational settings. As educational institutions worldwide grapple with the implementation of AI tools, understanding not just the technological but also the ethical and developmental impact becomes imperative.
Generative AI refers to systems capable of producing novel content—from text and images to complex problem solutions—based on learned data patterns. In secondary STEM education, such AI systems can potentially transform how subjects are taught and learned, offering personalized assistance, creating tailored learning materials, and stimulating creative problem-solving among students. However, the literature also indicates a nuanced tension between using AI as a productivity and engagement tool and ensuring that the technology supports holistic human development rather than diminishing critical cognitive and social skills.
At the core of Fock and Siller’s review lies the philosophical framework of human flourishing, a concept grounded in Aristotle’s idea of eudaimonia, which emphasizes living a fulfilling, virtuous, and meaningful life. Applying this lens to secondary STEM education signals an educational paradigm that prioritizes student well-being, autonomy, intellectual growth, creativity, and ethical understanding alongside academic achievement. The authors argue that evaluating generative AI’s role in classrooms requires more than a focus on efficiency or content mastery; it demands a systemic view of AI’s impact on the cognitive, emotional, and social dimensions involved in human flourishing.
Technically, generative AI models used in STEM education often employ sophisticated architectures such as large-scale transformers and deep learning networks. These systems can generate intricate explanations, simulate experiments, and even help with coding or mathematical proofs. The computational underpinnings allow AI to analyze vast datasets, adapt to individual learner profiles, and respond dynamically to evolving educational needs. Yet, integrating AI tools is not merely a matter of deploying algorithms; it necessitates educators’ pedagogical reorientation and robust infrastructure to harness these technologies effectively without compromising the educational experience.
Importantly, the literature reveals that while generative AI can augment learning by providing scaffolded support and fostering inquiry-based exploration, there are risks of overreliance. If students defer too readily to AI-generated answers, they may experience a decline in critical thinking skills and problem-solving resilience. Moreover, ethical concerns emerge around data privacy, algorithmic bias, and the potential erosion of the teacher-student relationship, which is pivotal for mentorship, motivation, and the cultivation of moral reasoning.
Fock and Siller emphasize that educators must negotiate a delicate balance: leveraging generative AI’s adaptive capacities to enhance engagement without allowing technology to supplant essential human elements in education. This involves curriculum redesigns that integrate AI as a collaborative partner rather than a mere provider of solutions. For example, tasks prompting students to critique AI-generated content or co-create solutions with AI tools can promote deeper learning and reflection, thereby aligning technological use with human flourishing principles.
From a policy perspective, the authors highlight the necessity for frameworks that guide ethical AI implementation in schools. Regulatory guidance should ensure transparency, inclusivity, and accountability while encouraging innovation. Furthermore, teacher professional development emerges as critical to equip educators with the skills to facilitate AI-enhanced learning environments responsibly and effectively. Investments in both technological infrastructure and human capacity building are pivotal for realizing AI’s promise in STEM education.
The review also surveys empirical findings indicating improved student motivation and personalized learning trajectories when generative AI tools are integrated thoughtfully. For instance, AI-driven simulations can make abstract scientific concepts tangible and stimulate curiosity through interactive experimentation. However, disparities in access to advanced technologies threaten to widen educational inequities, underscoring the need for equitable deployment strategies that consider diverse socio-economic contexts.
In addition to practical and ethical dimensions, there are significant cognitive science implications entwined with AI adoption. Generative AI may reshape students’ metacognitive strategies by providing instant feedback and prompting self-regulated learning. Yet, continuous exposure to AI assistance could potentially modulate neural pathways related to problem-solving and creativity, a phenomenon warranting further longitudinal investigation within educational neuroscience.
Fock and Siller also explore the societal impact of embedding generative AI in STEM education. By cultivating future generations fluent in AI-assisted methodologies, educational systems may accelerate innovation ecosystems and economic competitiveness. Nonetheless, this technological enthusiasm must be tempered by cultivating ethical and empathetic STEM professionals who can critically assess AI’s broader cultural and environmental consequences—a core tenet of education aimed at human flourishing.
Looking ahead, the paper identifies several research gaps: longitudinal studies on AI’s long-term effects on student development, cross-cultural analyses of AI integration in diverse educational traditions, and explorations of interdisciplinary curricula combining AI literacy with philosophy and ethics. Advancing understanding in these areas could help construct comprehensive educational models that future-proof STEM education amid technological upheaval.
In sum, Fock and Siller’s scoping review offers a timely and multifaceted perspective on generative AI’s role in secondary STEM education through the philosophical prism of human flourishing. It challenges stakeholders to move beyond instrumental views of AI, advocating for an education system that uses technology to amplify human potential holistically. The study serves as a clarion call for educators, policymakers, technologists, and researchers to collaboratively shape AI-enabled learning environments that nurture ethical, creative, and resilient learners equipped for the complexities of the 21st century.
This insightful synthesis not only elucidates the vast possibilities generative AI brings to STEM education but also cautions against uncritical adoption, underscoring the importance of values-driven implementation. By fostering inclusive dialogue and evidence-based policies grounded in human flourishing, societies can harness AI’s transformative power while safeguarding fundamental educational ideals. As AI continues to reshape our world, reaffirming education’s role in nurturing human dignity and holistic growth remains paramount. In this evolving paradigm, generative AI emerges not as a mere tool, but as a catalyst for reimagining how we learn, teach, and thrive together.
Article Title:
Generative artificial intelligence in secondary STEM education in the light of Human Flourishing: a scoping literature review
Article References:
Fock, A., Siller, HS. Generative artificial intelligence in secondary STEM education in the light of Human Flourishing: a scoping literature review. IJ STEM Ed (2025). https://doi.org/10.1186/s40594-025-00589-5
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