Education globally is undergoing a period of transformation as many innovative ideas are emerging to improve teaching and learning processes. Science, Technology, Engineering and Mathematics (STEM) education is one of the educational innovations which aims at preparing individuals for the world of work. Artificial intelligence is the usage of machines or computers to perform the task that only human beings can perform. The research design for this study is non-experimental research design of descriptive survey type. Three research questions were raised for the study. The population comprises all secondary school students and teachers in Ibadan North local Government Area of Oyo State. Five schools were randomly sampled and simple random sampling was used to select 100 students and 50 teachers. Two instruments were adapted, one for teachers and the other for students. Face and content validity were established by experts in the relevant field, a reliability coefficient of 0.87 was obtained using Cronbach’s Alpha. Data were analysed using descriptive statistics, specifically frequency counts, and percentages on a five-point Likert scale. This study found out that the usage of AI among teachers and students has been on the increase in STEM education and that insecurity is posing a lot of threat to teaching and learning in STEM education. The study recommends policy-driven frameworks that harmonise AI adoption with security-conscious educational planning to ensure inclusive, future-ready STEM outcomes.