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Abstract
Modern school physics education requires stronger interdisciplinary and career-oriented approaches, especially for students considering medical fields. Although physical laws underlie many diagnostic and therapeutic medical technologies, the role of physics in school-based medical career guidance often remains insufficiently emphasized. This study assessed the outcomes of a 34-hour elective course in medical physics for grade 10-11 students in Kazakhstan and examined the additional difference associated with artificial intelligence (AI)-supported implementation. A preliminary survey involved 152 physics teachers and career guidance specialists. The main stage was organized as a quasi-experiment with 103 students from four existing classes: 51 completed the course without systematic AI support, whereas 52 studied the same content using teacher-mediated materials prepared with ChatGPT, Canva AI, Gamma, and digital simulations. Knowledge was measured before and after the course; final questionnaires assessed perceived usefulness, interest, and career-related relevance. Test scores increased significantly in both groups. After controlling baseline knowledge and grade level, the AI-supported group achieved a higher post-test score. The findings indicate the educational potential of the elective course and show higher adjusted post-test performance in the AI-supported condition, although the small number of intact classes limits causal interpretation of this between-group difference.
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Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 22, Issue 10, October 2026, Article No: em2937
https://doi.org/10.29333/ejmste/19427
Publication date: 26 Sep 2026
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