Artificial Intelligence Integration in Social Studies Education: A TPACK-based Analysis of Teachers' Awareness and a Proposed Link to Technology Acceptance
DOI:
https://doi.org/10.5281/zenodo.20547260Keywords:
Artificial Intelligence (AI), Teacher Awareness, Social Studies Education, Nigeria, Secondary EducationAbstract
This study used the TPACK framework to analyze AI awareness among Social Studies teachers in AMAC secondary schools, Abuja, Nigeria, and proposes a link to the Technology Acceptance Model (TAM) for future research. A total of 325 teachers from public and private schools participated, covering nearly the entire estimated population of 350. Teachers completed a structured questionnaire (TAAITSSQ) measuring awareness across three TPACK domains: general technology knowledge (TK), content-specific technology knowledge (TCK), and pedagogical technology knowledge (TPK). The instrument was reliable (α = 0.85). A repeated-measures ANOVA revealed significant differences across domains (F[2, 648] = 312.45, p < .001, η² = 0.49). Post-hoc tests showed a clear hierarchy: teachers scored highest on AI's pedagogical potential (TPK: M = 3.90), moderate on general technology awareness (TK: M = 3.13), and critically low on knowledge of AI tools tied to Social Studies content (TCK: M = 2.36). No significant difference emerged between public and private school teachers. These findings reveal a "hollow core" in teacher readiness. Teachers grasp generally why AI might help their teaching, but lack knowledge of which tools exist or how they connect to their subject. This TCK deficit is the main barrier between awareness and adoption. The study proposes a sequential TPACK-TAM model: low TCK likely suppresses perceived usefulness and raises anxiety about ease of use, blocking the move from knowledge to practice. Recommendations include TCK-focused workshops co-designed by AI specialists and Social Studies educators, and future research testing the full TPACK-TAM pathway through structural equation modelling.
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