Social Science Teachers' Perceptions and Experiences of Integrating AI-Driven EdTech Tools in Secondary Schools: A Qualitative Exploration of Challenges, Opportunities, and Shifting Roles

Abstract

AI technology in secondary school educational technology (EdTech) tools is fast transforming instructional methods, but its impact on social science instructors remains unknown. This study analyses how AI-powered EdTech technologies affect social science instructors' professional identity, problems, and opportunities. Focus group talks and secondary school teacher interviews provided qualitative data. The findings indicate infrastructural deficiencies, professional training shortages, and ethical and pedagogical issues that restrict students from actively learning. However, teachers are aware that AI can customise lessons, organise student assessments, and build active learning environments. The results also show that instructors are shifting from information producers to critical thinking and digital literacy designers. A growing discourse about AI and education morphology includes how instructors incorporate these smart tools and which policy help is needed. The results emphasise the need for concentrated professional development, infrastructure improvements, and ethical frameworks to drive social science teaching. Future studies might examine how teaching and learning impact student outcomes over time.