This study comprehensively analyses how AI tools scaffold and share metacognitive processes, thereby facilitating students’ learning in STEM classrooms through a mixed-method research synthesis combining bibliometric analysis and systematic review. Using a convergent parallel mixed-methods design, the study draws on 135 peer-reviewed articles published between 2005 and 2025 to map publication trends, author and journal productivity, keyword patterns, and theoretical frameworks. Data were retrieved from Scopus and Web of Science using structured Boolean searches and analysed using Biblioshiny and VOSviewer. Guided by PRISMA 2020 protocols, 24 studies were selected for in-depth qualitative review. Findings show that while most research remains grounded in human-centred conceptualisations of metacognition, there are emerging indications of posthumanist framings, where AI systems are positioned as co-regulators of learning. Tools like learning analytics, intelligent tutoring systems, and generative AI platforms have shifted the discourse from individual reflection to system-level regulation and distributed cognition. The study is anchored in Flavell’s theory of metacognition, General Systems Theory, and posthumanist perspectives to interpret this evolution. Educational implications highlight the need to reconceptualise pedagogical roles, integrate AI literacy in teacher preparation, and prioritise ethical, reflective AI design. The review provides a structured synthesis of theoretical, empirical, and conceptual trends, offering insights into how human–machine collaboration is reshaping learning by scaffolding and co-regulating students’ metacognitive development in STEM education.

This research examined the correlation between test anxiety and chemistry students’ achievement. It also looked at the moderating effect of school location and gender on the correlation between these two variables. In the study, a descriptive survey design was used. Using stratified random sampling, 222 chemistry students from senior secondary schools were selected. The instruments used were test anxiety questionnaire and chemistry achievement test. Pearson correlation and coefficient of determination were used for data analysis. The study indicated a significant negative correlation between test anxiety and chemistry achievement among students. In addition, there was no correlation between test anxiety and students' performance in chemistry when school location and gender were moderated for. It was therefore concluded that an increase in students’ test anxiety will decrease their achievement in chemistry and vice-versa, irrespective of their school location and gender. Consequently, it was recommended, among others, that the teachers, parents, curriculum planners and education stakeholders use cognitive, affective and behavioural approaches to minimize students' test anxiety to increase their achievement.

Information and communication technology (ICT) is crucial to the educational growth of any country and the academic interactions and collaborations of students. The study determined the extent of ICT application in chemistry instruction in Anambra State, Nigeria, secondary schools. This study uses a descriptive survey. A total of 133 students and 12 chemistry teachers as samples. The t-test was used to test the research hypothesis. The study's findings revealed a low extent of ICT application in teaching and learning chemistry in Anambra State, Nigeria. Moreover, both the chemistry teachers and students agree that ICT is applied to a low extent for teaching and learning chemistry in Anambra State, Nigeria. The study also revealed that the use of outdated computers; lack of technical assistance; lack of time; lack of computer hardware/software; lack of electricity; broken down computers; lack of internet or slow connectivity, and high cost of computers are some of the challenges of ICT application while the provision/maintenance of adequate ICT software and hardware, exposure of chemistry teachers to workshops and conferences and provision of uninterrupted internet services and power supply by the government among others were proffered as possible strategies to eliminate these challenges.

The study determined the effect of interaction pattern approach on secondary students’ achievement in Chemistry. The study was carried out in Awka South Local Government Area of Anambra State. The study employed a quasi-experimental research design. Specifically, the pre-test, post-test non-equivalent control group design was used. A sample size of 112 (45 male & 67 female) out of the 1,522 senior secondary two (SS2) Chemistry students was selected using purposive and simple random sampling techniques. A 50 multiple-choice objective items Chemistry Achievement Test (CAT) developed by the researchers was the instrument used for data collection. The reliability index of 0.92 was obtained for CAT using Kendall’s Coefficient of Concordance (w). Data were analysed mean and standard deviation to answer the research questions and Analysis of Covariance (ANCOVA) to test the hypotheses at 0.05 level of significance. The findings of the study revealed that interaction pattern approach (IPA) significantly improves students’ achievement in Chemistry than the conventional lecture approach (CLA). Gender has no significant influence on students’ achievement in chemistry when taught using IPA. Also, there is no significant interaction effect of instructional approaches and gender on students’ achievement in chemistry. Based on the findings, it was recommended that chemistry teachers should make use of IPA to improve students’ achievement in the subject and promote gender friendly chemistry teaching and learning.

The study explores the impact of a collaborative instructional strategy (CIS) on students' academic achievement in the Aguata Education Zone of Anambra State, Nigeria. The study also delved into the potential effect of gender on students' achievement in chemistry. The pre-test, post-test non-equivalent control group design was utilized in this quasi-experimental study. There were 2,328 senior secondary two Chemistry students in the population. A sample size of 101 Chemistry students (43 males and 58 females) was selected using the purposive sampling technique from two intact classes at two co-educational schools. Using Kendall's Coefficient of Concordance (w), the Chemistry Achievement Test (CAT) reliability index was calculated to be 0.94. While ANCOVA was used to test the hypotheses at 0.05 level of significance, mean and standard were used to answer the research questions. The findings of the study showed that CIS enhances students’ achievement in chemistry more effectively than the conventional strategy. Also, gender has no significant influence on students’ achievement in chemistry. It was recommended among others that educational stakeholders should hold conferences and seminars to train the teachers on how to use CIS in teaching and learning chemistry. Moreover, CIS should be used to ensure and enhance gender equity in both chemistry learning and other school subjects.

The increasing use of artificial intelligence (AI) despite its challenges across different disciplines, including education, has called for the development of AI literacy (AIL) among pre-service teachers (PSTs). Efforts have focused on its ethical considerations, awareness, and student accessibility. Yet, limited research in Africa has explored the AIL levels of university students, who are critical consumers of AI technology. This study examined the AIL of pre-service science teachers (PSSTs), the challenges encountered, and strategies to improve their AIL. The study employed a sequential explanatory mixed-methods approach, with a survey followed by semi-structured interviews. A questionnaire was administered to 180 PSSTs in Anambra State, Nigeria, who were sampled using a simple random technique. Five PSSTs with moderate levels of AIL participated in semi-structured interviews for the qualitative phase of the study. The study was anchored on Vygotsky’s socio-cultural theory. Data were analysed using bar charts, means, and percentages, and thematically. The findings reveal a limited AIL level among PSSTs. The challenges faced by the PSSTs in developing AIL include limited support from the institution, poor understanding of AI concepts, limited access to AI-driven tools, unstable power supply to power AI-driven tools, and insufficient AI-related coursework. In addition, strategies identified for improving PSSTs’ AIL are the provision of mentorship, workshops, the integration of AI tools such as ChatGPT with face-to-face learning, integrating AI into existing courses, and developing new courses. The study underlines the need for teacher educators, policymakers, and curriculum developers in Africa to integrate AI into the PSST curriculum.