Social Studies Teacher Candidates' Views on Artificial Intelligence Tools
DOI:
https://doi.org/10.63556/tisej.2026.1932Keywords:
Artificial Intelligance, AI Tools, Prospective Social Studies TeacherAbstract
The aim of this research is to examine the views of prospective social studies teachers regarding artificial intelligence tools. In this context, the opinions of prospective social studies teachers on the educational use of artificial intelligence tools, the opportunities and risks they provide, and their potential effects on individuals and society are addressed. A qualitative descriptive design was adopted in the research. This design aims to present the opinions and evaluations of participants regarding a specific phenomenon in a comprehensive manner, close to the data, without resorting to advanced theoretical abstraction. A convenient sampling method was used to determine the study group. The study group consisted of 18 prospective teachers studying in the 4th year of the Social Studies Education Department at Niğde Ömer Halisdemir University, who voluntarily agreed to participate in the research and fully attended the interview process. The size of the study group was determined in line with the research objective to allow for the collection of in-depth and rich data. The data obtained from the interviews were evaluated as providing sufficient diversity of information to answer the research questions. However, the use of convenient sampling limits the generalization of research findings to different samples. A semi-structured interview form developed by the researchers was used as the data collection tool in the research. The data obtained from the research were analyzed using content analysis. The findings showed that prospective teachers mostly understood artificial intelligence in terms of software, tools, speed, convenience, and supporting systems. Prospective social studies teachers stated that artificial intelligence tools offer significant opportunities in terms of access to information, time saving, content production, and supporting the teaching process; however, they also drew attention to risks such as complacency, weakening of critical thinking, misinformation production, plagiarism, privacy violations, unemployment, and algorithmic manipulation of individuals. In conclusion, it was determined that prospective social studies teachers' views on artificial intelligence tools reflect a cautious and critical perspective that includes both benefits and risks.
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