Role of Artificial Intelligence in Enhancing Learning Outcomes of Pre-Service Social Studies Teachers

Abstract

As the use of artificial intelligence (AI) in academic fields increases, it has become necessary to evaluate its effectiveness before integrating it extensively into the training of school teachers.  While AI is known to improve pre-service teachers’ classroom management skills, its role in improving their learning outcomes is understudied. This descriptive study aimed to examine whether the use of artificial intelligence (AI) improves the learning outcomes of pre-service social studies teachers in Kuwait. A questionnaire survey was conducted among a randomly selected sample of 100 female teachers at Kuwait University's College of Education. The data were analyzed using SPSS software and simple linear regression analysis to derive Pearson’s correlation coefficient, Cronbach's alpha, means, frequencies, percentages, and standard deviations. The results revealed that using AI applications significantly enhanced the learning outcomes of the participants, indicating AI’s potential to transform educator training.  Pre-service teachers demonstrated a strong grasp of AI's value in education and proficiency in integrating AI into their lessons. They effectively utilized Intelligent Tutoring Systems (ITS) and Smart Content, highlighting their ability to leverage advanced AI tools to enhance teaching strategies and student engagement. This study highlights the critical role of AI in contemporary education, contributes to the theoretical literature, and paves the way for further research. Moreover, it holds practical significance as the findings can be used as a basis for extensive adoption of AI-supported learning in teacher preparation courses to align teaching methods with modern educational trends.