#693: Teachers’ Uptake on Artificial Intelligence (AI) Tools in the Context of Environmental and Climate Change

This study explores how in-service teachers conceptualize and use artificial intelligence (AI) within environmental and climate education. Using an exploratory mixed-methods design, we surveyed twelve California teachers to understand their practices, perceived benefits, and concerns about AI integration. Findings reveal that teachers view AI as a tool for enhancing data visualization, efficiency, and inquiry-based learning, while expressing caution around misinformation, bias, and environmental costs. Teachers positioned themselves as critical mediators—balancing innovation with ethical and ecological responsibility. Their reflections underscore the need for professional learning that is practice-based, justice-oriented, and collaborative. By centering teachers’ voices, the study contributes to building AI tools and frameworks that are pedagogically meaningful, culturally responsive, and environmentally responsible.