This study investigated the perceptions of AI use and its accompanying risks among science and mathematics education students. In particular, the risks associated with using AI in science and mathematics education, with a focus on cultural diversity, optimization of student learning, incorrect responses, and a crisis in motivation to learn.

The study adopted the descriptive survey design. Five research questions guided the study. The sample was obtained through a simple random, but stratified technique comprising 178 out of a population of 568 undergraduate students in the Department of Science and Mathematics Education, Rev. Fr. Moses Orshio Adasu University, Makurdi. Data was collected using an instrument tagged Artificial Intelligence in Science and Mathematics Education Questionnaire (AISMEQ).

Simple percentages and bar charts, as well as thematic analysis of the responses, were used to analyse the data. Results revealed that on the frequency of daily and weekly usage alone, 62 out of the 178 who responded gave a percentage of 34.8%, which illustrates the number who appear to more frequently use AI tools in learning, 93(52.2%) showed that Chatbots or Virtual Assistants were the most used by the students; 33(18.5%) were