A HUMAN-CENTERED FRAMEWORK FOR INTEGRATING ARTIFICIAL INTELLIGENCE AND LOCAL VALUES IN SOCIAL STUDIES EDUCATION

Abstract

This conceptual study develops a human-centered framework for integrating artificial intelligence and local values into social studies education. It addresses the need to use emerging digital tools without weakening students’ cultural identity, moral agency, source criticism skills, and civic responsibility. A structured integrative review was conducted of fifteen scholarly articles and international policy documents published between 2021 and 2025. The sources were analyzed through thematic synthesis focusing on pedagogical potential, epistemic risks, ethical safeguards, cultural relevance, and civic outcomes. The findings show that artificial intelligence can support inquiry, perspective comparison, accessibility, formative feedback, and the development of learning resources. However, these benefits are accompanied by risks of fabricated information, algorithmic bias, cultural simplification, academic dependence, privacy concerns, and unequal access. Local values therefore function not only as learning content but also as an epistemic and ethical foundation for evaluating digital information. The resulting framework comprises five interconnected dimensions: contextual inquiry, critical verification, human agency and character, inclusive dialogue, and civic action. It positions teachers as learning designers and ethical stewards, while students remain responsible interpreters and decision-makers. The study concludes that meaningful digital transformation in social studies education must subordinate artificial intelligence to educational purposes, community knowledge, and democratic values.