<p>This study investigates the impact of artificial intelligence (AI) on the professional development of science teachers within STEM (science, technology, engineering, and mathematics) education. AI technologies such as intelligent tutoring systems, virtual laboratories, and data-driven tools have the potential to enhance science teaching by providing personalized learning experiences and improving student engagement. This research examines how AI-driven tools influence teaching practice, collaboration, and teacher training. Data were collected from 120 science teachers across four states in Nigeria, selected using a two-stage sampling strategy. The data collection methods included surveys and structured interviews. The study revealed the transformative potential of AI in personal professional development, enhancing resource accessibility, fostering collaboration, and providing real-time feedback. However, barriers such as insufficient training, resistance to change, and disparities in access to technology were identified as major obstacles to AI integration. Drawing on socio-cultural and activity theory frameworks, the study underscores the importance of contextualizing AI implementation. The research concludes with recommendations for optimizing AI integration in teacher professional development and enhancing the efficacy of STEM education in an increasingly AI-driven era.</p>