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This research explored facilitators and barriers to the integration of AI in Social Studies education in the context of higher educational institutions (HEIs). Anchored on the Technology Acceptance Model (TAM) and directed by three research questions, the study assessed lecturers and students AI perceptions and AI competencies, and various facilitators and challenges to AI integration in Social Studies education in order to inform policy and best practices. Employing a systematic review approach, the study reviewed 10 research papers published in peer-reviewed journals. The results show that the integration of AI in Social Studies education has potential, but the level of preparedness is uneven. Although lecturers and students appreciate the transformative potential of AI for personalized instruction, increased engagement, and innovative teaching, the potential benefits are offset by the challenges of maintaining academic integrity, ethical concerns, biases, over-dependence on AI, and the loss of problem solving and critical thinking skills. Digital literacy deficits, poor university governance, inadequate training, and a lack of AI policies were identified as main barriers to the effective use of AI in universities. The evidence also points to a lack of educational equity, particularly in the Global South. The study suggests developing AI policy frameworks according to each discipline, strengthening AI literacy through continuous professional development programmes, establishing institutional policies on AI utilization, investing in digital infrastructure, integrating the teaching and learning with AI into curriculum and assessment, and incorporating ethical use of AI into curriculum and assessment practices in universities.
Bariham et al. (Sat,) studied this question.