Examining the impact of using AI technologies on improving students' historical literacy."

Document Type : Original Article

Authors

1 "I am an undergraduate student majoring in Primary Education at Farhangian University in Mashhad, Iran."

2 Visiting Lecturer at Farhangian University, Shahid Beheshti Campus, Mashhad, Iran.

10.48310/rhe.2026.23637.1202

Abstract

Abstract

Background and Objectives: With the growing integration of AI in education, its impact on foundational aspects of historical literacy remains underexplored. Previous research has largely addressed technical and motivational dimensions. This study investigates the effect of AI application on improving sixth-grade elementary students' historical literacy.

Methods: A sequential exploratory mixed-methods design was employed. In the quantitative phase, 40 male students (selected via stratified random sampling) were assessed using a standard historical literacy questionnaire (10 items, reliability coefficient = 0.86) in pretest and posttest, analyzed by paired t-test in SPSS. In the qualitative phase, 5 purposively selected students underwent semi-structured interviews, coded through inductive content analysis in MAXQDA.

Findings: Quantitative findings indicated a significant increase in historical literacy scores (P < 0.01). Qualitative analysis extracted three main themes: reductionist representation of history, student agency and critical capacity, and infrastructural challenges along with trustworthiness concerns.

Conclusion: AI does not inherently enhance deeper historical literacy; it necessitates empowering students in critical thinking and information literacy. Teaching source-questioning and narrative comparison is recommended. Sample size and cross-sectional data are the primary limitations.

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Main Subjects

Research in History Education
Volume 6, Issue 3 - Serial Number 24
September 2025
Pages 45-79

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History

  • Receive Date: 03 October 2025
  • Revise Date: 02 November 2025
  • Accept Date: 30 November 2025

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