Källkritik i en AI-påverkad samtid : Lärares uppfattningar om undervisning i samhällskunskap F-3

Sammanfattning

The aim of this study is to investigate how teachers in the early years of primary school (F–3)perceive and work with children’s source criticism skills in a digitalised and AI-influencedsociety. The study also examines the challenges and risks teachers experience in relation to AIgenerated content, as well as how they perceive their own competence and preparedness toteach about AI and source criticism within social studies education.The study is based on a qualitative approach in which six practicing F–3 teachers wereinterviewed through semi-structured interviews. The empirical material was analysed usingparts of the TPACK model (Technological Pedagogical Content Knowledge), focusing on theinteraction between pedagogical, content, and technological knowledge in teaching. The resultsshow that teachers perceive younger students as often having difficulties critically evaluatingdigital information, and that many students tend to trust what they see and read online. Severalteachers describe that students struggle to understand that images, texts, and videos can bemanipulated or AI-generated. At the same time, the findings show that teachers actively workwith source criticism through discussions, relatable examples, and teaching about credibility,authorship, and comparison between different sources.The study further demonstrates that teachers generally feel confident in traditional teaching about source criticism, while many experience uncertainty regarding AI and how thetechnology can be used pedagogically in teaching. Several informants express a need forprofessional development, clearer guidelines, and more concrete teaching materials related toAI and digital sources of criticism. In conclusion, the study shows that AI is changing theconditions for teaching source criticism and that teachers require support in order to meet thenew challenges brought by this development. The findings indicate a need for increasedcompetence development and a more structured approach to AI and source of criticism in theearly years of primary school.