PERSPECTIVE AND PROSPECTS ON THE USE OF ARTIFICIAL INTELLIGENCE IN TEACHING SOCIAL STUDIES

Education

This study explored the perspectives and prospects of Social Studies teachers on the use of Artificial Intelligence (AI) in classroom instruction and lesson preparation at Datu Lipus Makapandong National High School, Rosario, Agusan del Sur, Philippines. Employing a qualitative research design, data were gathered through in-depth interviews with selected Social Studies teachers to understand their experiences, challenges, and strategies in integrating AI into teaching practices. The study aimed to identify the ways teachers utilize AI, the changes observed in teaching strategies, students’ responses, and the perceived advantages and limitations of AI in the classroom. Findings revealed that teachers used AI to prepare lessons, generate quizzes, create visuals, and design differentiated activities, which enhanced creativity, engagement, and efficiency. However, challenges such as limited resources, technical barriers, and concerns about data accuracy and ethical use were also noted. Teachers emphasized the importance of continuous training, peer collaboration, and institutional support to maximize the benefits of AI while maintaining responsible use. Overall, AI was found to be a valuable tool that supports, rather than replaces, the teacher, offering opportunities to improve lesson delivery, foster student engagement, and promote innovative teaching practices. This study provides insights that can guide future professional development, policy-making, and research on the integration of AI in education

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