Artificial Intelligence-Empowered Zoology Teaching in Higher Education: Pathways and Practical Strategies

Abstract

Artificial intelligence is reshaping higher education, particularly in zoology, by facilitating a shift from simple digitization toward an intelligent educational ecosystem. Zoology, a discipline that integrates classical descriptive knowledge with experimental methodologies, faces challenges such as the rapid expansion of knowledge, complex practical training requirements, and diverse student backgrounds. This study moves beyond viewing artificial intelligence as a mere tool, instead positioning it as a medium for reconstructing the knowledge ecology of zoology education. Through a systematic review and comparative analysis of artificial intelligence applications-including augmented reality, intelligent identification systems, virtual teaching offices, and smart platforms-this study develops a typology of implementation pathways and proposes a multi-tiered competency model. The proposed Three-Tier Competency Development Model encompasses cognitive enhancement, skill transfer, and value internalization. The pedagogical framework integrates large language models as cognitive tools, knowledge graphs as infrastructural support, and intelligent agents as interaction interfaces. The findings highlight an evolutionary trajectory from technological embedding to ecological reconstruction, emphasizing the need to balance explicit and tacit knowledge. Artificial intelligence's role in education extends beyond efficiency gains; it aims to reshape the educational landscape by harmonizing technological assistance with embodied learning. This study offers theoretical insights and practical strategies for adapting zoology education to the artificial intelligence era, fostering a new educational ecology that integrates technological innovation with experiential learning, thereby enhancing both teaching effectiveness and student engagement.