Awareness of pre-service social studies teachers regarding artificial intelligence applications

With Industry 4.0, many human characteristics have been transferred to technology, making artificial intelligence (AI) more visible in daily life. This shift has affected education as well, assigning an important role to social studies, which has an interdisciplinary nature. This study aims to identify the awareness of pre-service social studies teachers regarding AI applications. An explanatory sequential mixed-methods design was used. The quantitative sample consisted of students from all four years of a Social Studies Teacher Education Program at a state university in Central Anatolia during the 2024–2025 academic year. The qualitative group included only fourth-year students. Quantitative data were collected using the "General Attitude Scale Toward Artificial Intelligence," and qualitative data were obtained through semi-structured interviews. SPSS was used to analyze quantitative data. The results showed that participants had a moderate general attitude toward AI, with high positive attitudes and moderate negative attitudes. Gender significantly affected positive attitudes (males scored higher), and grade level influenced general attitude scores. Qualitative findings revealed varied definitions of AI and examples of its educational use. Participants believed AI could support teaching abstract topics like history and geography but felt unprepared due to limited knowledge. They emphasized the need for training, seminars, and practical tools. It is recommended that AI-based tools be integrated into social studies education through practice-oriented courses. Keywords: Artificial Intelligence, Social Studies, Awareness, Technology, Attitude, Perception