Artificial Intelligence Adoption in Social Studies Instruction: A Study of Universities in South-South Nigeria
ONYEKPE, Stephen Jacob *
Department of Social Science Education, Faculty of Education, Delta State University, Abraka, Delta State, Nigeria.
P. O. Dania
Department of Social Science Education, Faculty of Education, Delta State University, Abraka, Delta State, Nigeria.
C. E. Ogheneakoke
Department of Social Science Education, Faculty of Education, Delta State University, Abraka, Delta State, Nigeria.
EYAMEKWARE, Emmanuel Ugo
Department of Social Science Education, Faculty of Education, Delta State University, Abraka, Delta State, Nigeria.
*Author to whom correspondence should be addressed.
Abstract
This study examined the adoption of Artificial Intelligence in Social Studies Instruction across Universities in South-South Nigeria. The study was guided by four research questions and three null hypotheses. A descriptive correlational survey research design was employed in the study. The population of study comprised of 120 Social Studies lecturers from public universities in the six states of the South-South geopolitical zone—Akwa Ibom, Bayelsa, Cross River, Delta, Edo, and Rivers. Given the relatively small population size, no sampling was required; thus, the entire population was used. Data were collected using a structured, researcher-developed questionnaire titled ‘Artificial Intelligence Usage and Curriculum Implementation Questionnaire’ (AIUCI-Q). The instrument comprised three sections focusing on demographic variables, level of AI usage, and the extent of curriculum implementation. Content validity was ensured through expert review, and a pilot test yielded a reliability coefficient of 0.79 using the Cronbach Alpha method. Data were analyzed using descriptive statistics (frequency and percentage, mean and standard deviation) and inferential statistics including Pearson’s correlation coefficient and regression analysis. A benchmark mean of 2.50 was used to interpret usage levels. Findings revealed that the overall level of AI usage among lecturers was low, particularly in areas such as assessment, classroom management, and personalized learning. However, a weak but statistically significant positive relationship was found between AI usage and the implementation of the Social Studies curriculum. Teaching experience was not a significant factor, but technology literacy significantly influenced the relationship, with lecturers possessing higher technology literacy demonstrating more effective AI integration. The study recommends targeted professional development in AI tools, improved access to AI infrastructure, and policy support to promote effective integration of AI in Social Studies instruction.
Keywords: Artificial Intelligence usage, social studies curriculum, technology literacy, curriculum implementation