Inteligencia Artificial y Personalización del Aprendizaje en Estudios Sociales: Desafíos y Oportunidades.

Deisy Andrea Ibarvo Arias; Benita Isabel Ibarbo Arias; Mónica Alejandrina Martínez Lastra; Ligia Ximena Alban Camino; Vilma Elizabeth Moyon Sani

doi:10.70577/ASCE/2231.2251/2025

Authors

Deisy Andrea Ibarvo Arias Ministerio de Educación del Ecuador https://orcid.org/0009-0002-0696-6714
Benita Isabel Ibarbo Arias Ministerio de Educación del Ecuador https://orcid.org/0009-0007-7759-0669
Mónica Alejandrina Martínez Lastra Ministerio de Educación del Ecuador https://orcid.org/0009-0007-5749-651X
Ligia Ximena Alban Camino Ministerio de Educación del Ecuador https://orcid.org/0009-0008-3155-5048
Vilma Elizabeth Moyon Sani Ministerio de Educación del Ecuador https://orcid.org/0009-0004-7060-144X

DOI:

https://doi.org/10.70577/ASCE/2231.2251/2025

Keywords:

Artificial Intelligence, Personalized Learning, Social Studies, Problem Solving, Educational Transformation.

Abstract

This study examines the application of Artificial Intelligence (AI) and the incorporation of customized learning in Social Studies instruction, focusing on problem analysis and resolution, as well as the possibility for systemic educational revolution. The study employed a mixed-approaches approach, integrating quantitative analysis of diagnostic assessments and academic achievement with qualitative methods, including semi-structured interviews and content analysis. The sample comprised secondary school students and Social Studies educators, chosen by stratified sampling. Innovative technologies, including conversational intelligent tutors, historical-social simulations, and real-time feedback systems, were used, facilitating the development of adaptive and multimodal learning environments. Quantitative results indicated statistically significant improvements in academic performance and motivation, but qualitative findings underscored favorable perceptions of individualized learning, fair access to information, and the advancement of student self-regulation. Concerns arose over technological dependence, digital equity, and the necessity for specialized teacher preparation. The study illustrates that the application of AI in Social Studies increases personalized learning and fosters students' capacity to evaluate complex problems and critically reflect on social phenomena. Moreover, it regards AI as a strategic asset to facilitate systemic changes in educational frameworks, integrating technological advancements with inclusive and ethical teaching methodologies. These findings initiate new avenues of inquiry about sustainability, critical thinking, and digital citizenship within AI-mediated learning contexts.

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References

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