ASSESSING SOCIAL STUDIES TEACHERS' PREPAREDNESS TO INTEGRATE AI AND E-LEARNING PLATFORMS FOR ENHANCED TEACHING AND LEARNING EXPERIENCES

This research explored the preparedness of Social Studies teachers in Akwa Ibom State to integrate artificial intelligence (AI) and E-Learning platforms into their instructional practices. The study focused on evaluating key objectives, formulating research questions, and testing hypotheses related to the teachers’ ability to integrate modern digital tools into classroom instruction. A descriptive survey research approach was utilized, with a focus on Social Studies teachers in public secondary schools. Using a stratified random sampling technique, 210 teachers were selected to participate in the study. Data was gathered through a custom-designed questionnaire, which was validated by three professionals—two experts in Social Studies education and one specialist in educational assessment. The reliability of the instrument was confirmed with Cronbach's Alpha, showing a reliability coefficient of 0.86. Statistical analysis of the research questions involved calculating the mean and standard deviation, while the hypotheses were examined using one-way ANOVA at a 0.05 significance level. Results indicated that Social Studies teachers demonstrated a high degree of preparedness to implement AI and e-learning platforms in enhancing both instructional delivery and student engagement. The study recommended that the Ministry of Education prioritize integrating AI and e-learning platforms into the Social Studies curriculum, ensuring teachers receive adequate training and support. Additionally, teachers were encouraged to use these technologies to facilitate better management of course content, improve assessment strategies, and foster dynamic interaction with students to boost learning outcomes.