This study explores the attitudes and adaptations of social studies teachers in Sweden towardsthe integration of Artificial Intelligence (AI) in their teaching practices. As AI becomesincreasingly prevalent in educational contexts, this research aims to understand both currentviewpoints and anticipated future developments regarding the use of AI tools in education.The rapid advancement of AI technologies presents both opportunities and challenges withinthe educational sector. Teachers are at the forefront of integrating these tools into theirteaching methodologies, striving to enhance educational outcomes without compromisingpedagogical integrity. This research primarily focuses on how these educators perceive andadapt to the incorporation of AI, particularly within the context of social studies, a fielddeeply intertwined with critical thinking and societal analysis.By conducting qualitative interviews with a select group of teachers, this study delves intotheir subjective experiences and attitudes towards AI. It examines the potential of AI tosupport teaching tasks such as assessment and planning, while also considering thetechnology's limitations in providing feedback and personalized learning experiences
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:umu-226052 |
| Date | January 2024 |
| Creators | Fällman, Axel |
| Publisher | Umeå universitet, Statsvetenskapliga institutionen |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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