Transformation in Behavioral and Social Sciences Education through Artificial Intelligence
Keywords:
Artificial Intelligence, Evolution in AI Education, Social and Behavioral Science StudiesAbstract
In the 21st century, technology has advanced significantly, leading to the development of numerous high-tech products that facilitate human work and activities. Among the most significant of these advancements is artificial intelligence (AI). AI enables the creation of solutions capable of addressing complex problems and offers novel approaches to problem-solving. It has opened the door to a revolution in the learning processes of social studies, transitioning from traditional educational methods to intelligent learning approaches. The present study aims to examine the challenges and opportunities presented by AI and information technology in universities within the modern world. This qualitative research employs a meta-synthesis methodology. Data collection tools include documents and prior research and library materials in this domain. The data analysis method utilized is open coding. According to the study's findings, out of 270 related articles, 37 primary or criterion studies were analyzed. The extracted propositions encompass 46 subcategories and 4 main categories. Based on the results of this study, 46 areas of AI transformation in the education of social and behavioral sciences were identified from the selected articles, categorized into four key domains: intelligent teaching and instruction in social sciences, intelligent learning in social sciences, intelligent management in social sciences, and intelligent assessment in social sciences. These areas contribute to the transformation of social sciences education.
Downloads
References
Aldosari, S. A. M. (2020). The Future of Higher Education in the Light of Artificial Intelligence Transformations. International Journal of
Higher Education. https://doi.org/10.5430/ijhe.v9n3p145
Alkan, A. (2024). Artificial intelligence: Its role and potential in education. Journal of Human and Social Sciences Research, 13(1), 483-497.
https://doi.org/10.15869/itobiad.1331201
Chassignol, M., Khoroshavin, A., Klimova, A., & Bilyatdinova, A. (2018). Artificial Intelligence Trends in Education: A Narrative Overview.
https://doi.org/10.1016/j.procs.2018.08.233
Chung, H. C., Oduncu, P., Güdekli, İ. A., & Doğankaya, E. (2023). Higher Education in Turkey during the Covid-19 Pandemic: A study on
communication problems experienced during online distance education. Vivat Academia, 50-71.
https://doi.org/10.15178/va.2023.156.e1440
Dogan, M. E., Goru Dogan, T., & Bozkurt, A. (2023). The use of artificial intelligence (AI) in online learning and distance education processes:
A systematic review of empirical studies. Applied Sciences, 13(5), 3056. https://doi.org/10.3390/app13053056
Evans, C. (2023). Artificial intelligence in education: Recent developments and future perspectives. Educational Technology Review, 22(3),
150-172. https://dergipark.org.tr/en/download/article-file/4143191
Garcia, M., & Jones, R. (2021). Artificial intelligence in K-12 education: Opportunities and challenges. Journal of Educational Innovation,
23(2), 99-118. https://dergipark.org.tr/en/download/article-file/4143191
Grassini, S. (2023). Shaping the future of education: Exploring the potential and consequences of AI and ChatGPT in educational settings.
Education Sciences, 13(7), 692. https://doi.org/10.3390/educsci13070692
Hanila, S., & Alghaffar, M. A. (2023). Pelatihan Penggunaan Artificial Intelligence (AI) Terhadap Perkembangan Teknologi Pada Pembelajaran
Siswa Sma 10 Sukarami Kota Bengkulu. Jurnal Dehasen Mengabdi, 2. https://doi.org/10.37676/jdm.v2i2.4890
Hinojo-Lucena, F. J., Aznar-Díaz, I., Cáceres-Reche, M. P., & Romero-Rodríguez, J. M. (2020). Artificial intelligence in higher education: A
bibliometric study on its impact in the scientific literature. Education Sciences, 9(1), 51. https://doi.org/10.3390/educsci9010051
Kaya, H., & Şahin, D. (2021). The use of AI in education and data security: The case of Turkey. Journal of Information Security, 10(2), 110-
126. https://doi.org/10.33958/bgd.2021.10.2.05
Lo, C. K. (2023). What is the impact of ChatGPT on education? A rapid review of the literature. Education Sciences, 13(4), 410.
https://doi.org/10.3390/educsci13040410
Martinez, P. (2021). Integrating AI into the classroom: Strategies and outcomes. International Journal of Educational Technology, 18(4),
112-135.
Minn, S. (2023). AI-assisted knowledge assessment techniques for adaptive learning environments. Computers and Education: Artificial
Intelligence, 3, 244454. https://www.scirp.org/reference/referencespapers?referenceid=3599986
Mollick, E. R., & Mollick, L. (2023). New modes of learning enabled by AI chatbots: Three methods and assignments.
https://ssrn.com/abstract=4344763
Mon, B. F., Wasfi, A., Hayajneh, M., & Slim, A. (2023). A Study on Role of Artificial Intelligence in Education. 2023 International Conference
on Computing, Electronics & Communications Engineering (iCCECE), https://research.uaeu.ac.ae/en/publications/a-study-on-role-ofartificial-intelligence-in-education
Mujtaba, D. F., & Mahapatra, N. R. (2024). Artificial Intelligence in Computerized Adaptive Testing. 2024 International Conference on
Computational Science and Computational Intelligence (CSCI), https://scholar.google.com/citations?user=Jtd4HMUAAAAJ&hl=en
Raaflaub, K. A. (2021). Caesar and genocide: Confronting the dark side of Caesar's Gallic Wars. New England Classical Journal, 48(1), 54-80.
https://doi.org/10.52284/NECJ/48.1/article/raaflaub
Thompson, J. (2022). Artificial intelligence in education: Trends, challenges, and future directions. Journal of Educational Technology and
Innovation, 15(2), 45-67. https://dergipark.org.tr/en/download/article-file/4143191
Tzoneva, I. (2021). Benefits and challenges in using AI-powered educational tools. Education and New Developments,
https://dergipark.org.tr/en/download/article-file/4143191
Wang, B., Rau, P., & Yuan, T. (2023). Measuring user competence in using artificial intelligence: Validity and reliability of the artificial
intelligence literacy scale. Behaviour & Information Technology, 42(9), 1324-1337. https://doi.org/10.1080/0144929X.2022.2072768
Willis, V. (2023). The role of artificial intelligence (AI) in personalizing online learning. Journal of Online and Distance Learning, 3(1), 1-13.
https://doi.org/10.47941/jodl.1689
Wilson, T. (2024). The impact of AI on learning environments: A comprehensive review. Journal of Modern Educational Research, 19(1), 30-
55. https://dergipark.org.tr/en/download/article-file/4143191
Wu, R., & Yu, Z. (2021). Do AI chatbots improve students learning outcomes? Evidence from a metaanalysis. British Journal of Educational
Technology, 54(3). https://doi.org/10.2222/bjet.23334
Yau, K. W., Chai, C. S., Chiu, T. K., Meng, H. M., King, I., & Yam, Y. (2021). A phenomenographic approach on teacher conceptions of teaching
Artificial Intelligence (AI) in K-21 schools. Education and Information Technologies, 16, 2442-4842. https://eric.ed.gov/?id=EJ1363928
Yeilyurt, S., Dundar, R., & Aydın, M. (2024). Views of graduate students in social studies education on artificial intelligence. Asya Studies,
8(27), 1-14. https://doi.org/10.31455/asya.1406649
Zaman, B. U. (2021). Transforming Education Through AI, Benefits, Risks, and Ethical Considerations.
https://www.coursesidekick.com/english/1902999
Zhang, L., & Wang, Z. (2021). AI-driven accessibility tools for inclusive education: A review. Educational Review, 73(4), 501-519.
Downloads
Published
Submitted
Revised
Accepted
Issue
Section
License
Copyright (c) 2024 علیرضا گلستانی
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
