AI-Supported Outdoor Biology Learning: A Review of Opportunities, Challenges, and Pedagogical Tensions
DOI:
https://doi.org/10.23917/ijolae.v8i2.16264Keywords:
artificial intelligence in education, educational technology integration, AI-supported learning environments, digital learning ecosystems, advanced machine learning, instructional design innovationAbstract
The study aims to present a global overview of how the application of artificial intelligence (AI) has been integrated into outdoor biology learning in secondary schools over the past decade (2015-2025). The main objective is to identify trends around the world, point out specific challenges and opportunities, and understand the pedagogical tensions arising from the use of AI in outdoor education, creating research gaps for future cognate research. To achieve this, a systematic review (following PRISMA guidelines) of peer-reviewed articles from Scopus, Web of Science, and Google Scholar was conducted. We searched for studies discussing AI, outdoor learning, and biology education. The findings reveal a sharp increase in relevant research publication since 2020. Early adoption is strongest in the East Asian region, followed by Europe, North America, and Oceania. Common AI tools, such as computer vision, AR-based species identifiers, and intelligent tutoring systems, have notably improved students' ecological engagement, conceptual understanding, and inquiry skills. Despite progress, significant gaps remain high-income regions benefit from strong digital infrastructure, whereas low- and middle-income countries face barriers like limited internet connectivity, inadequate devices, and teachers' lack of AI literacy. Pedagogical tensions also emerge regarding the balance between authentic nature engagement and AI-mediated guidance aligned with curricular goals. This review highlights emerging global trends and gaps in AI-powered outdoor biology learning, laying a foundation for equitable implementation from a pedagogical perspective, emphasizing the need for targeted teacher professional development, context-sensitive design, and future research on long-term impacts and cross-cultural differences.
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