AI in K-12 Social Studies Education: A Critical Examination of Ethical and Practical Challenges

The integration of Artificial Intelligence (AI) in K-12 social studies education presents a complex blend of opportunities and challenges. This paper explores the transformative potential and ethical dilemmas of employing AI, particularly in engaging with historical primary sources. Utilizing a Delphi methodology, this study captures insights from social studies educators on AI's role in enhancing or complicating the teaching and learning process. The research reveals the transformative potential of AI to deepen historical understanding and empathy through innovative tools, yet it also underscores significant concerns about the accuracy, representation of historical events and figures, and the authenticity of educational content. This exploration presents the paradox inherent in educational AI: its ability to radically transform learning experiences with innovative tools while also threatening to obscure the distinction between historical accuracy and fabrication. The emerging capabilities of generative AI prompt vital questions concerning the legitimacy of information, trustworthiness, and authenticity in historical representation. We consider the implications of AI for pedagogy, emphasizing the need for instructional approaches that engage students in the critical analysis of complex influences shaping historical narratives and visual representations. The paper also addresses the role of AI in perpetuating or challenging historical narratives and biases. It underscores the importance of critical theory in social studies education to analyze the impact of synthetic media and conversational AI agents on students’ perceptions of history. We emphasize the need for collaboration between educators, technologists, and historians to ensure that AI tools enrich the educational landscape without compromising the integrity and complexity of historical understanding.