ISSN: 1595-5842 | E-ISSN: 3043-5463 | Google Indexed | DOI Registered with Crossref | Peer-Reviewed Open Access Journal
Alvan Journal of Social Sciences International Peer-Reviewed Open Access Journal
Quarterly publication | Double-blind review | Open access

Alvan Journal of Social Sciences (AJSS)

ISSN: 1595-5842 | E-ISSN: 3043-5463 | DOI Registered with Crossref | Google Indexed

A scholarly platform for interdisciplinary research in governance, procurement, sustainability, education, development studies, environmental management, logistics, and the wider social sciences.

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Volume 3, Issue 1 (2026)

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Research Article

Transparency and Accountability in Public Procurement

N. O. Chibundu, B. U. Dike, U. Chris-Ejiogu

Pages 14-23 Read Article
Research Article

Urban Mass Transit and Socio-Economic Development in Abuja

Mohammed G. Yusuf et al.

Pages 35-49 Read Article
Research Article

Library-Led Open Access Publishing and Scholarly Communication

Essor Gospel Chisa, Mercy Douglas

Pages 186-193 Read Article

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Prof. Ngozi Casmir Ebomuche

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Dr. Ambrose O. Abaneme

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Alvan Journal of Social Sciences (AJSS) Alvan Journal of Social Sciences (AJSS) | Peer-Reviewed Open Access Journal

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AJSS Article 032

← Volume 3, Issue 2 Contents

ARTIFICIAL INTELLIGENT AND THE FUTURE OF SOCIAL SCIENCE

Kyrian I. Keke; Gloria Obiageri Eleagu

Journal
Alvan Journal of Social Sciences
Volume/Issue
3(2), 2026
Pages
403-418
DOI
10.67638/ajss-2026-v3-i2-032
Keywords
Artificial intelligence, social science education, personalized learning, digital education.
Corresponding author
Kyrian I. Keke
Email
kyriankeke4@gmail.com
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Abstract

Artificial Intelligence (AI) has emerged as a transformative force redefining education in the twenty- first century, particularly within the social sciences. Intelligent systems increasingly shape how knowledge is created, analyzed, and transmitted their integration into social science education signifies both opportunity and disruption. This paper examines the evolving role of AI as both a pedagogical tool and an object of inquiry, emphasizing its potential to personalize learning, enhance research methodologies, and promote equity in digital education. Drawing on constructivist, humanistic, and digital learning theories, the study situates AI within learner-centered and ethically grounded educational paradigms. A 2024 case study analyzing public perceptions of Al in Nigerian education demonstrates how Al-assisted data analysis accelerates research, increases accuracy, and supports large-scale social inquiry while requiring human interpretive oversight. Despite these advancements, challenges persist including technological gaps, data privacy concerns, limited teacher readiness, and policy fragmentation particularly in developing contexts. Comparative insights from global case studies reveal that nations with robust digital infrastructure, teacher training, and ethical frameworks achieve deeper and more sustainable integration. The study concludes that AI can revolutionize social science education when guided by human-centered values and inclusive governance, Key recommendations include investing in teacher digital literacy, establishing national AI-in-education policies, strengthening data governance, and fostering interdisciplinary research collaboration. Ultimately, Al's future in social science education lies in harmonizing technological innovation with social responsibility to create equitable, reflective, and transformative learning environments.

Citation

Kyrian I. Keke; Gloria Obiageri Eleagu (2026). ARTIFICIAL INTELLIGENT AND THE FUTURE OF SOCIAL SCIENCE. Alvan Journal of Social Sciences, 3(2), 403-418. https://doi.org/10.67638/ajss-2026-v3-i2-032

Kyrian I. Keke
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