Teacher Trainees’ Perspectives on Utilizing Artificial Intelligence for Plant Identification at a University in the Eastern Cape Province, South Africa
Vuyokazi Momoti 
, Nozuko Nqabeni & Yolisa Christina Majija
Issue: Vol.6 No. 5 2025 Article 4 pp.297 – 308
DOI : https://doi.org/10.38159/jelt.2025654 | Published online 30th May, 2025.
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
This study explored teacher trainees’ perceptions of using artificial intelligence (AI) for plant identification. Utilizing a constructivist research paradigm and a case study approach, data was collected from Botany teacher trainees through purposeful sampling. The research employed a quantitative method, where participants were asked to install the Plantnet Application on their smartphones to identify various plants for their herbarium project. Out of 100 randomly selected students who received questionnaires with a 5-point Likert scale, 67 completed and returned them. Data analysis was conducted using SPSS software, focusing on descriptive statistics. The results show that satisfaction with AI usage has positively influenced students’ attitudes towards scientific plant name knowledge. AI demonstrates the potential to enhance learning methods and develop e-learning platforms tailored to users’ needs. The researchers recommend this identification method for its time efficiency and high reliability. Additionally, the Plantnet AI improves the accuracy of scientific names for different species. Ongoing professional development is crucial for in-service science teachers to stay updated with evolving AI technologies and instructional methods. Integrating AI into practical Life Sciences work, including Botany and Zoology, can provide students with comprehensive knowledge of plants and animals while significantly reducing the time needed for traditional species identification. This interdisciplinary approach promotes the development and application of AI technologies in plant identification. Curriculum designers should promote customized online and onsite training focusing on AI integration within science education for inservice teachers. This proactive approach ensures that pre-service teachers enter an environment where AI is already integrated when they become in-service.
Keywords: Learning Style, Artificial Intelligence, Perceptions, Satisfaction, Plantnet Application
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Vuyokazi Momoti is a Botany, Zoology and Natural Sciences lecturer at Walter Sisulu University, South Africa. She is currently enrolled for a D.Ed in Life Sciences Education with Walter Sisulu University, South Africa. Ms Momoti is affiliated with Southern African Association for Research in Mathematics, Science, and Technology Education (SAARMSTE).
Nozuko Nqabeni currently teaches Mathematics and Natural Sciences in the Department of Basic Education at the St. Joseph’s Primary School where she also holds the position of Deputy Principal. She works as a part-time lecturer at the Department of Adult Foundation Phase and Educational Foundations, Faculty of Educational Sciences, Walter Sisulu University, South Africa. She supervises students pursuing Bachelor of Education Honours programs in her areas of specialization. Besides publishing works in journals approved by the Department of Higher Education and Training (DHET), Nozuko Nqabeni has also presented papers at national and international conferences. She is currently enrolled for a PhD in Mathematics Education with the University of the Free State, South Africa.
Yolisa Christina Majija is a lecturer in Consumer Science within the Department of Business Management Education at Walter Sisulu University. She holds a Master’s degree (CUM LAUDE) in Consumer Science, specializing in Food and Nutrition, from the University of South Africa and is pursuing a PhD at the University of KwaZulu-Natal, focusing on malnutrition in young children. Ms. Majija has significant experience in food and nutrition education and research, working to prevent foodrelated health issues and promote healthy eating. She is involved in initiatives related to indigenous foods and combating global obesity. Her accomplishments include presenting at international conferences and contributing to projects on food security impacted by COVID-19. Ms. Majija is affiliated with organizations such as the International Federation of Home Economics and the South African Food Science and Technology Association.
Momoti, Vuyokazi, Nozuko Nqabeni, and Yolisa Christina Majija. “Teacher Trainees’ Perspectives on Utilizing Artificial Intelligence for Plant Identification at a University in the Eastern Cape Province, South Africa.” Journal of Education and Learning Technology 6, no.5 (2025): 297 -309. https://doi.org/10.38159/jelt.2025654
© 2025 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
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