ChM (Chemist) Dr. Nur Jahan Ahmad is a senior lecturer and a Chairperson of Bachelor of Science Program with Education Program at the School of Educational Studies, Universiti Sains Malaysia (USM), Penang. Malaysia. She holds a B.Sc. in Biological Sciences (Hons) from the University of Pittsburgh, Diploma in Education from the Universiti Sains Malaysia (USM), M.Sc. in Chemistry from the Universiti Kebangsaan Malaysia (UKM) and PhD. in Chemistry Education from the University of Leeds. She was with the Southeast Asian Ministers of Education Organization Regional Centre for Education in Science and Mathematics (SEAMEO RECSAM) as Specialist and Deputy Director (Research & Development). She also had experience working as a teacher in a secondary school and as a lecturer in Penang Teacher Education Institute. In addition, she had experience in training teachers from Southeast Asia, Asia Pacific, Africa, and Maldives. She has coordinated many workshops, capacity building programs, Professional Learning Community (PLC) programs, and lesson study activities with the in-service teachers. She is an experienced researcher and involved heavily in research related to chemistry education, science education, STEM Education, and curriculum development. She is the external board advisor for publication, editor, writer, and reviewer; and has published many articles and books in science, chemistry, and STEM Education.

From AI Use to AI Competency: Developing Responsible Human-AI Collaboration Through Smart STEM                                                                                                                                                 Abstract: Artificial intelligence (AI) is rapidly transforming STEM education, creating opportunities for more adaptive, technology-enhanced, and authentic learning. This study explores Smart STEM as a pedagogical approach for integrating AI into real-world STEM learning experiences with 14-year-old students. Three activities were implemented: AI-supported learning through Minecraft, vibe coding, and the development of a fermented health drink. Together, these activities engaged students in digital exploration, computational thinking, scientific inquiry, design, decision-making, and problem-solving across varied STEM contexts. The study examined how students used AI within these activities, with particular attention to technological competency, AI literacy, problem-solving, and responsible AI competency. Rather than positioning AI as a tool for generating immediate answers, the activities emphasised human-AI collaboration by requiring students to question, interpret, evaluate, compare, and refine AI-generated information before applying it to their tasks. Findings indicated that participation in the Smart STEM activities supported the development of students’ AI competency in meaningful and authentic contexts. Students demonstrated an emerging ability to formulate appropriate prompts, interpret AI-generated information, compare possible solutions, make informed decisions, and refine ideas according to contextual needs. They also showed growing awareness of the importance of critically evaluating AI outputs rather than accepting them uncritically, reflecting more responsible and purposeful use of AI in STEM-related problem-solving. The findings suggest that integrating AI within authentic STEM experiences can move learners beyond basic technology use toward critical AI literacy, informed decision-making, and responsible human-AI collaboration. Smart STEM therefore offers a promising direction for preparing technologically competent learners to engage with AI critically, ethically, and productively in addressing everyday problems and emerging challenges.                                                                                                                                                 Keywords: Smart STEM; AI literacy; AI competency; human-AI collaboration; technological competency