Analysis of the Application Status and Development Path of Artificial Intelligence in High School Biology Experiment Teaching

Mingwei Zhang

doi:doi:10.11648/j.ijsedu.20261401.15

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Analysis of the Application Status and Development Path of Artificial Intelligence in High School Biology Experiment Teaching

Mingwei Zhang^*

Published in International Journal of Secondary Education (Volume 14, Issue 1)

Received: 20 January 2026 Accepted: 30 January 2026 Published: 9 February 2026

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Abstract

The rapid advancement of artificial intelligence (AI) technologies has led to their increasing integration into education. High school biology experimental teaching, a critical component in cultivating students' scientific literacy, is gradually investigating deeper integration with AI. This research reviews the theoretical foundations of AI in education and delineates the essential connotations of high school biology experimentation, offering a systematic analysis of the current application of AI technologies in basic education, with a focus on biology labs. Utilizing questionnaire data from teachers and students at a key high school in Zhengzhou, the research uncovers the actual adoption rate, implementation forms, and influences of AI on teaching efficiency, student comprehension, and laboratory safety. The results suggest that while certain schools have begun adopting AI-assisted tools such as virtual simulations and intelligent feedback systems, they still face considerable challenges in technological integration, infrastructure, teacher competency, and pedagogical adaptability. To tackle these challenges, this paper introduces innovative teaching models supported by AI, such as AI-driven virtual experiments and personalized learning support, and highlights the importance of sustainable professional development programs to improve biology teachers' AI literacy and technical support mechanisms. The research provides theoretical insights and practical approaches for the high-quality, sustainable application of AI in high school biology experimental instruction, thereby advancing the intelligent transformation of science education.

Published in	International Journal of Secondary Education (Volume 14, Issue 1)
DOI	10.11648/j.ijsedu.20261401.15
Page(s)	43-55
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2026. Published by Science Publishing Group

Keywords

High School Biology Experiment Teaching, Artificial Intelligence, Application Status, Cognitive Development Pathways, Teaching Model Innovation, Teacher Professional Development, Intelligent Education

References

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[7]	Zhang Qiaoxian, Zhai Yuhao, Bai Jian, Gao Xiaole. Exploration of the Application of Artificial Intelligence Technology in Genetic Experiment Teaching [J]. Foreign Animal Husbandry: Pigs and Poultry, 2025, 45(1): 98-103.
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[17]	Jun Li, Xiaolong Mei, Jinyang Wang, Beijing Xie, Yubin Xu. Simulation Experiment Teaching for Airport Fire Escape based on Virtual Reality and Artificial Intelligence Technology [C]. IEEE International Conference on Civil Aviation Safety and Information Technology. 2020. https://doi.org/10.1109/ICCASIT50869.2020.9368726
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APA Style

Zhang, M. (2026). Analysis of the Application Status and Development Path of Artificial Intelligence in High School Biology Experiment Teaching. International Journal of Secondary Education, 14(1), 43-55. https://doi.org/10.11648/j.ijsedu.20261401.15

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ACS Style

Zhang, M. Analysis of the Application Status and Development Path of Artificial Intelligence in High School Biology Experiment Teaching. Int. J. Second. Educ. 2026, 14(1), 43-55. doi: 10.11648/j.ijsedu.20261401.15

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AMA Style

Zhang M. Analysis of the Application Status and Development Path of Artificial Intelligence in High School Biology Experiment Teaching. Int J Second Educ. 2026;14(1):43-55. doi: 10.11648/j.ijsedu.20261401.15

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@article{10.11648/j.ijsedu.20261401.15,
  author = {Mingwei Zhang},
  title = {Analysis of the Application Status and Development Path of Artificial Intelligence in High School Biology Experiment Teaching},
  journal = {International Journal of Secondary Education},
  volume = {14},
  number = {1},
  pages = {43-55},
  doi = {10.11648/j.ijsedu.20261401.15},
  url = {https://doi.org/10.11648/j.ijsedu.20261401.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20261401.15},
  abstract = {The rapid advancement of artificial intelligence (AI) technologies has led to their increasing integration into education. High school biology experimental teaching, a critical component in cultivating students' scientific literacy, is gradually investigating deeper integration with AI. This research reviews the theoretical foundations of AI in education and delineates the essential connotations of high school biology experimentation, offering a systematic analysis of the current application of AI technologies in basic education, with a focus on biology labs. Utilizing questionnaire data from teachers and students at a key high school in Zhengzhou, the research uncovers the actual adoption rate, implementation forms, and influences of AI on teaching efficiency, student comprehension, and laboratory safety. The results suggest that while certain schools have begun adopting AI-assisted tools such as virtual simulations and intelligent feedback systems, they still face considerable challenges in technological integration, infrastructure, teacher competency, and pedagogical adaptability. To tackle these challenges, this paper introduces innovative teaching models supported by AI, such as AI-driven virtual experiments and personalized learning support, and highlights the importance of sustainable professional development programs to improve biology teachers' AI literacy and technical support mechanisms. The research provides theoretical insights and practical approaches for the high-quality, sustainable application of AI in high school biology experimental instruction, thereby advancing the intelligent transformation of science education.},
 year = {2026}
}

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TY  - JOUR
T1  - Analysis of the Application Status and Development Path of Artificial Intelligence in High School Biology Experiment Teaching
AU  - Mingwei Zhang
Y1  - 2026/02/09
PY  - 2026
N1  - https://doi.org/10.11648/j.ijsedu.20261401.15
DO  - 10.11648/j.ijsedu.20261401.15
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 43
EP  - 55
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20261401.15
AB  - The rapid advancement of artificial intelligence (AI) technologies has led to their increasing integration into education. High school biology experimental teaching, a critical component in cultivating students' scientific literacy, is gradually investigating deeper integration with AI. This research reviews the theoretical foundations of AI in education and delineates the essential connotations of high school biology experimentation, offering a systematic analysis of the current application of AI technologies in basic education, with a focus on biology labs. Utilizing questionnaire data from teachers and students at a key high school in Zhengzhou, the research uncovers the actual adoption rate, implementation forms, and influences of AI on teaching efficiency, student comprehension, and laboratory safety. The results suggest that while certain schools have begun adopting AI-assisted tools such as virtual simulations and intelligent feedback systems, they still face considerable challenges in technological integration, infrastructure, teacher competency, and pedagogical adaptability. To tackle these challenges, this paper introduces innovative teaching models supported by AI, such as AI-driven virtual experiments and personalized learning support, and highlights the importance of sustainable professional development programs to improve biology teachers' AI literacy and technical support mechanisms. The research provides theoretical insights and practical approaches for the high-quality, sustainable application of AI in high school biology experimental instruction, thereby advancing the intelligent transformation of science education.
VL  - 14
IS  - 1
ER  -

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Author Information

Mingwei Zhang

College of Life Sciences, Southwest University, Chongqing, China

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http://orcid.org/0009-0005-4782-3228

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APA Style

Zhang, M. (2026). Analysis of the Application Status and Development Path of Artificial Intelligence in High School Biology Experiment Teaching. International Journal of Secondary Education, 14(1), 43-55. https://doi.org/10.11648/j.ijsedu.20261401.15

Copy | Download

ACS Style

Zhang, M. Analysis of the Application Status and Development Path of Artificial Intelligence in High School Biology Experiment Teaching. Int. J. Second. Educ. 2026, 14(1), 43-55. doi: 10.11648/j.ijsedu.20261401.15

Copy | Download

AMA Style

Zhang M. Analysis of the Application Status and Development Path of Artificial Intelligence in High School Biology Experiment Teaching. Int J Second Educ. 2026;14(1):43-55. doi: 10.11648/j.ijsedu.20261401.15

Copy | Download

@article{10.11648/j.ijsedu.20261401.15,
  author = {Mingwei Zhang},
  title = {Analysis of the Application Status and Development Path of Artificial Intelligence in High School Biology Experiment Teaching},
  journal = {International Journal of Secondary Education},
  volume = {14},
  number = {1},
  pages = {43-55},
  doi = {10.11648/j.ijsedu.20261401.15},
  url = {https://doi.org/10.11648/j.ijsedu.20261401.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20261401.15},
  abstract = {The rapid advancement of artificial intelligence (AI) technologies has led to their increasing integration into education. High school biology experimental teaching, a critical component in cultivating students' scientific literacy, is gradually investigating deeper integration with AI. This research reviews the theoretical foundations of AI in education and delineates the essential connotations of high school biology experimentation, offering a systematic analysis of the current application of AI technologies in basic education, with a focus on biology labs. Utilizing questionnaire data from teachers and students at a key high school in Zhengzhou, the research uncovers the actual adoption rate, implementation forms, and influences of AI on teaching efficiency, student comprehension, and laboratory safety. The results suggest that while certain schools have begun adopting AI-assisted tools such as virtual simulations and intelligent feedback systems, they still face considerable challenges in technological integration, infrastructure, teacher competency, and pedagogical adaptability. To tackle these challenges, this paper introduces innovative teaching models supported by AI, such as AI-driven virtual experiments and personalized learning support, and highlights the importance of sustainable professional development programs to improve biology teachers' AI literacy and technical support mechanisms. The research provides theoretical insights and practical approaches for the high-quality, sustainable application of AI in high school biology experimental instruction, thereby advancing the intelligent transformation of science education.},
 year = {2026}
}

Copy | Download

TY  - JOUR
T1  - Analysis of the Application Status and Development Path of Artificial Intelligence in High School Biology Experiment Teaching
AU  - Mingwei Zhang
Y1  - 2026/02/09
PY  - 2026
N1  - https://doi.org/10.11648/j.ijsedu.20261401.15
DO  - 10.11648/j.ijsedu.20261401.15
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 43
EP  - 55
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20261401.15
AB  - The rapid advancement of artificial intelligence (AI) technologies has led to their increasing integration into education. High school biology experimental teaching, a critical component in cultivating students' scientific literacy, is gradually investigating deeper integration with AI. This research reviews the theoretical foundations of AI in education and delineates the essential connotations of high school biology experimentation, offering a systematic analysis of the current application of AI technologies in basic education, with a focus on biology labs. Utilizing questionnaire data from teachers and students at a key high school in Zhengzhou, the research uncovers the actual adoption rate, implementation forms, and influences of AI on teaching efficiency, student comprehension, and laboratory safety. The results suggest that while certain schools have begun adopting AI-assisted tools such as virtual simulations and intelligent feedback systems, they still face considerable challenges in technological integration, infrastructure, teacher competency, and pedagogical adaptability. To tackle these challenges, this paper introduces innovative teaching models supported by AI, such as AI-driven virtual experiments and personalized learning support, and highlights the importance of sustainable professional development programs to improve biology teachers' AI literacy and technical support mechanisms. The research provides theoretical insights and practical approaches for the high-quality, sustainable application of AI in high school biology experimental instruction, thereby advancing the intelligent transformation of science education.
VL  - 14
IS  - 1
ER  -

Copy | Download