Research in Social Sciences and Technology

Social Studies in the Era of GenAI

William B. Russell — 2026-07-05

As GenAI continues to reshape how we access information, communicate, and understand the world, social studies education must adapt to prepare learners for civic life in an increasingly automated and algorithm-driven society. From AI-generated content and multi-media to predictive policing and algorithmic bias, today’s students face unprecedented ethical, historical, and civic questions that demand thoughtful exploration.

Exploring Capable Citizenship in the Age of GenAI: A Character-Driven Approach

Matthew Hensley — 2026-07-05

As “laboratories for democracy” social studies classrooms are uniquely positioned to nurture the development of not only civic knowledge and skills, but also civic virtues that undergird effective citizenship in a rapidly evolving and interconnected world (NCSS, 2023). Recognizing the intrinsic connection between character and citizenship to “keep the wellspring of civic virtue flowing” (NCSS, 1997, p. 277), we contend that social studies teachers may leverage character education to help their students articulate and reflect on their roles as responsible and conscientious digital citizens who must navigate the presence and influence of GenAI in 21^st century life. As such, the purpose of this article is threefold: (1) provide teachers a basic understanding of GenAI and rationale for integrating these technology tools into social studies learning experiences to support wider citizenship education objectives; (2) share relevant pedagogical applications of GenAI technology tools in social studies grounded character education and citizenship; and (3) address practical considerations and concerns associated with using GenAI technology tools in K-12 classroom settings in general.

What Does English Learners’ Writing Reveal? A Case Study of Structured Academic Controversy in a High School Social Studies Classroom

Clara Lee Brown — 2026-07-05

This paper investigates how a Structured Academic Controversy (SAC) approach can support English learners (ELs) with below-grade-level English proficiency in meeting rigorous national social studies standards. In a case study, three high school ELs in a U.S. History class wrote protest letters to President Franklin D. Roosevelt about the World War II Japanese American internment (Executive Order 9066). Prior to writing, students analyzed primary sources using guiding questions to consider multiple perspectives. Analysis of the letters revealed evidence of four National Council for the Social Studies (NCSS) thematic standards (Themes 1, 2, 5, and 10), while focus group interviews showed student awareness of two of the same themes (Themes 2 and 5) and one additional theme (Theme 6). These findings suggest that SAC enabled ELs to access rigorous content while addressing NCSS standards. A key benefit of SAC was the development of critical thinking and communication skills essential for democratic participation. The SAC process also afforded ELs meaningful opportunities to produce authentic writing that demonstrated engagement with high-level social studies concepts and civic reasoning.

Tasking Middle Level Students with Disciplinary Thinking and Civic Engagement Using Inquiry and Zoom

Jeremy Clabough — 2026-07-05

This case study situated middle level students to experience inquiry through best practices in social studies education pedagogy and cutting edge technology. The curricular unit positioned students to engage in close reading, text-based writing, and critical thinking about accessible, age-appropriate texts using discipline-specific strategies and effective scaffolding. Findings included students’ civic engagement with complicated material, criticality using political thinking skills, and appreciation for the Zoom experience. Students developed, refined, and communicated evidence-based conclusions about an important public issue, the Freedom to Vote Act. This case study serves as one pathway for social studies teachers to help develop middle school students’ political thinking skills about public issues.

Using Scenario-based Generative AI to Prepare the Next Generation of Social Studies Educators

Timothy Lintner — 2026-07-05

Artificial intelligence (AI) is quickly transforming the landscape of educator preparation. This shift is especially evident in social studies. As emerging technologies like AI reshape how social studies is taught and learned, it is essential to incorporate them into course design and student outcomes. Simply put, we must ensure that the next generation of social studies educators can effectively use AI to create real-world, scenario-based learning experiences that foster inquiry and encourage student action-taking. This article examines how AI-supported, scenario-based learning was strategically integrated into a secondary social studies methods course. From concept development to scenario creation to student utility and feedback, we will offer a theoretical and practical guide on how AI-supported scenario-based instruction influences teaching and learning. Emphasis will be placed on how this type of learning supports the National Council for the Social Studies C3 Framework (NCSS, 2013).

AI Chatbots to Support Disciplinary Literacy in Social Studies for Middle School Multilingual Spanish Learners

Caio Gomes — 2026-07-05

Disciplinary literacy in social studies requires students to think historically, by thinking, reading, writing, and speaking like historians. A tool that can support students’ disciplinary learning and historical thinking are AI Chatbots. However, there is little research detailing how AI chatbots are used in multilingual classrooms beyond creating interactive, simulation-oriented experiences for students. In this article, we employed a MagicSchool Custom Chatbot Builder to develop a Chatbot Challenge (Desafio Chatbot) assignment assisting middle school multilingual learners (MLLs) as they practiced historical inquiry. Thus, through a Spanish Chatbot assignment, students interacted with a historical figure, researched about them, and analyzed their interactions, practicing the skills of a historian, such as critical questioning, sourcing, and contextualization, evaluating the reliability of information generated by AI, and explaining a figure’s historical legacy in relation to equality, justice, and social change. The results indicate that across classrooms, the Desafío Chatbot appeared to lower barriers to participation for MLLs. Drawing on classroom artifacts, teacher notes, and observations of student engagement, this article offers an account of how disciplinary moves such as inquiry, sourcing, contextualization, corroboration, close reading, and expanding learning became visible across the assignment’s stages. By engaging in planning, questioning, interaction, and reflection, students practiced historical thinking, evidence-based inquiry, chronological reasoning, and digital literacy. This article offers insight into how teachers can foster grade-appropriate engagement in historical thinking through AI chatbots.