AN ASSESSMENT OF THE CHALLENGES ASSOCIATED WITH THE USE OF ARTIFICIAL INTELLIGENCE (A.I) IN HISTORY TEACHING IN BAYELSA STATE

Abstract

The integration of Artificial Intelligence (AI) into educational systems presents transformative
potential, yet its adoption is fraught with context-specific challenges. This study assessed the
challenges associated with the use of Artificial Intelligence in History teaching in Bayelsa State,
Nigeria. As a discipline rooted in narrative, interpretation, and critical analysis, History education
faces unique hurdles in the digital transition. The primary objective of this research was to identify
the technological, pedagogical, and perceptual barriers hindering the effective integration of AI tools
in secondary school History classrooms. This study employed data from both primary and secondary
sources, and equally adopted the use of the Technology Acceptance Model (TAM) as template for
analysis. The findings revealed a significant gap between the theoretical benefits of AI and its
practical application. Key challenges identified included a critical deficit in digital infrastructure,
characterized by unreliable electricity and internet connectivity, particularly in riverine areas.
Furthermore, the study showed that a substantial lack of AI literacy and pedagogical training among
History educators was evident, fostering skepticism and resistance to technological adoption. The
study also found a lack of context-specific AI tools designed for the Nigerian History curriculum,
raising concerns about cultural relevance and historical accuracy. The study established that without
targeted intervention, the digital divide may exacerbate educational inequalities, depriving students
in Bayelsa State of innovative and engaging methods of historical inquiry. The study recommended
for institutional capacity building and teacher training, improvement of digital infrastructure in
schools, development of localized and context-sensitive AI content, and the establishment of
regulatory and ethical frameworks. It concluded that the deployment of Artificial Intelligence in
history teaching in Bayelsa State presents significant structural, pedagogical, and ethical challenges
that constrain its optimal utilization. However, if the state must achieve its desired outcomes, then,
investment in technology driven education is the way to go.