Experiences of Social Studies Teachers with Generative Artificial Intelligence (AI) Integration in Teaching

This study had two primary objectives: to explore the integration of generative artificial intelligence (AI) in Social Studies instruction among educators at Montevista National High School and to examine the challenges, adaptive strategies, and pedagogical insights derived from their experiences. A descriptive qualitative research design was employed, involving ten (10) Social Studies teachers. Data were gathered through focus group discussions and analyzed using thematic analysis. Findings revealed that the integration of generative AI in instruction is significantly hindered by limited professional preparedness, ethical concerns such as data privacy and algorithmic bias, and infrastructural constraints. Despite these challenges, teachers demonstrated resilience by adopting collaborative and self-directed strategies to sustain instructional practices. However, these efforts were found to be insufficient without stronger institutional support, structured training, and clear implementation frameworks. A proposed capacity-building program was developed to enhance teachers’ ability to integrate generative AI effectively and responsibly into classroom instruction. Conclusions emphasize that while generative AI holds substantial potential to transform Social Studies education, its effective and sustainable use depends on addressing systemic, ethical, and pedagogical challenges. The study recommends structured professional development programs, collaborative learning networks, and supportive educational policies to ensure responsible and meaningful AI integration. Overall, the findings contribute to the growing body of knowledge on AI in education by providing context-specific insights that support innovation while maintaining a human-centered approach to teaching and learning.

artificial intelligence, social studies education, teaching strategies, professional development

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