The present study aimed to develop and validate a tool to measure students' awareness of the use of artificial intelligence in chemistry education.This research employed a mixed-methods approach (quantitative-qualitative). The qualitative population consisted of relevant research studies conducted between 2010 and 2024, from which 16 studies were purposefully selected. The quantitative phase involved chemistry education students who entered Farhangian University in 2021 from across the country, with 129 students selected through sampling to complete the questionnaire.
The qualitative data highlighted various applications of AI in chemistry education, such as Conceptual application, independent and active learning, cognitive analysis, increasing conceptual understanding, educational support, data analysis and self-learning, and educational creativity and interaction. Quantitative findings confirmed the content validity of the questionnaire through expert review, and its convergent and discriminant validity was verified using Smart PLS. Reliability was established via Cronbach’s alpha (0.926) and composite reliability (0.933). The path coefficient between artificial intelligence applications in chemistry education and the components of conceptual application with a value of (0.812), independent and active learning (0.718), cognitive analysis (0.763), strengthening conceptual understanding (0.704), educational support (0.745), data analysis and self-learning (0.666), and creativity and educational interaction (0.591) was obtained at a significant level.
Additionally, the overall model fit index (GOF = 0.591) indicated a good model fit. Therefore, the results suggest that the developed tool is appropriate and effective for measuring the extent of AI usage in chemistry education and can be used for further research and educational development.