Abstract
<p>This study examined pre-service science teachers’ perceptions, acceptance, and use of artificial intelligence (AI) in science education programmes in Ghana. Guided by the Unified Theory of Acceptance and Use of Technology (UTAUT) and the Theory of Planned Behaviour (TPB), the study explored the AI tools frequently used by pre-service science teachers, the purposes for which these tools are employed, and their perceptions, behavioural intentions, and actual use of AI in science teaching and learning. A quantitative cross-sectional survey design was adopted, involving 380 pre-service science teachers selected from science education programmes. Data were collected using a structured questionnaire and analysed using descriptive and inferential statistics. The findings revealed generally positive perceptions of AI, with participants recognising its potential to improve teaching quality, instructional effectiveness, and student learning outcomes. ChatGPT emerged as the most frequently used AI tool, while research, content explanation, and lesson planning were the primary purposes for its use. Although participants demonstrated positive attitudes, favourable effort expectancy, and strong behavioural intentions toward AI adoption, actual classroom use remained moderate. The study concludes that effective AI integration requires enhanced digital infrastructure, targeted professional development, and supportive institutional policies to bridge the gap between intention and practice.</p>