AI inom samhällskunskap : En kvalitativ studie om lärares uppfattningar om AI

Sammanfattning

This study explores how upper secondary school teachers in social studies use artificial intelligence (AI) as a subject-specific didactic tool to enhance their teaching. It also examines their perceptions of the potential and limitations of AI in relation to learning and critical thinking. The theoretical framework is based on Ilkka Tuomi’s (2018) analysis of AI in education, which draws on Vygotsky’s cultural-historical activity theory. This theory emphasizes that human learning and action are shaped by cultural, historical, and social contexts, and mediated through tools such as language and technology. Tuomi uses this perspective to analyze how AI can support or limit educational processes at different levels of human activity. The study uses a qualitative method based on semi-structured interviews with upper secondary social studies teachers in Sweden. The results show that teachers mainly use AI for planning and efficiency, particularly on the operational level. However, some teachers also use AI creatively to support student learning, while others express concern that AI may hinder the development of students’ critical and independent thinking. The study contributes to current research by highlighting how AI is practically applied in Swedish social studies education and by offering a theoretical lens to assess its pedagogical implications.