The Integration of AI Tools in Social Studies Pedagogies in the Junior High Schools, SDO Lipa City

Abstract

This study assessed the extent of integration of AI tools in Social Studies pedagogies and their level of usefulness among junior high school Social Studies teachers in the Division of Lipa during the academic year 2025–2026. A descriptive-correlational research design was employed using a researcher-made questionnaire. Data were collected from a stratified random sample of 104 teachers and analyzed using ranking, weighted mean, and Pearson Product-Moment Correlation Coefficient.

Findings revealed that teachers moderately integrated AI tools, with higher utilization in performance task design, inquiry-based activities, and inclusive participation, and lower integration in collaborative discussions, simulations, and reflective processes. AI tools were also reported as moderately useful, particularly in providing real-time examples and AI-generated multimedia, but were less effective in assessment practices due to limitations in tracking long-term student progress. A significant positive relationship was found between reported usefulness and extent of integration, indicating that perceived usefulness influences classroom adoption. Teachers reported key challenges, including data privacy concerns, unreliable AI outputs, and limited training.

The study concluded that teachers moderately integrated AI tools and evaluated them as moderately useful, with a statistically significant relationship between integration and reported usefulness. However, persistent challenges in data privacy, output reliability, training, curriculum alignment, and student digital literacy underscored the need for proposed enhancement strategies organized within a three-phase framework that leverages existing institutional mechanisms, utilizes accessible digital tools, and delineates stakeholder roles to promote more effective, ethical, and sustainable AI integration in Social Studies instruction.