Integration of artificial intelligence (AI) in social science teaching for teacher training
DOI:
https://doi.org/10.31637/epsir-2025-2409Keywords:
Artificial intelligence, Social sciences, Teacher training, Critical thinking, Algorithmic biases, Educational innovation, Adaptation, Human interactionAbstract
Introduction: This article analyzes the integration of artificial intelligence (AI) into social studies teaching, highlighting its unique challenges, such as teacher resistance and the need to preserve critical thinking. Objective: This research seeks to balance technological innovation with pedagogical rigor, especially in Ibero-American contexts. Methodological: A mixed-method approach was used, combining multiple case studies, documentary analysis, and teacher surveys. Semi-structured interviews with specialists and a systematic review of AI platforms were used, processing data with qualitative (Atlas.ti) and quantitative (SPSS) tools. Results: Frequent use of tools such as ChatGPT was identified, but with limited pedagogical adaptation. Teachers showed moderate technical competence but difficulties in their didactic application. Furthermore, ethical risks were evident, such as algorithmic biases and the erosion of human interaction. Conclusions: AI can enrich the teaching of social studies if integrated with critical approaches and specialized teacher training. A strategic framework is proposed that combines innovation with the preservation of humanistic foundations, adapted to local contexts.
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