Educators’ Readiness for Artificial Intelligence Integration into Social Studies: A Multi - Level Study in Taraba State, Nigeria

Abstract

Artificial Intelligence (AI), as a new technology, has played a significant role in every sphere of human endeavour. In education, it has introduced new opportunities for teaching and learning across disciplines, reshaping methods, techniques, and approaches to knowledge acquisition. However, Nigerian Social Studies education has yet to fully embrace its potential. This study examines the levels of AI awareness, perceived benefits, and preparedness among Social Studies educators in Taraba State, Nigeria, and explores how teaching level, educational qualification, gender, and teaching experience influence these factors. A survey of 528 Social Studies educators was conducted using a validated questionnaire. Data were analysed using Welch’s ANOVA, Games-Howell tests, and bootstrapped two-way ANOVA. Results showed that teaching level significantly influenced AI awareness, with tertiary educators reporting the highest awareness (p < .001, η² = .08). Teaching experience was a decisive factor: early- and mid-career educators (1–10 years) perceived greater benefits and preparedness than those with 11 years or more (p < .001, η² = .07). Educational qualification and gender had no significant effect. The study concludes that institutional level and teaching experience, rather than qualification or gender, influence AI readiness. It recommends targeted professional development for experienced teachers, urgent curriculum reforms, equitable digital infrastructure, and supportive policy interventions to ensure inclusive AI integration in Social Studies education.