Abstract

The study examined artificial intelligence (AI)���driven pedagogy in social science education and its
implications on students and lecturers in tertiary institutions in Cross River State, Nigeria. The
investigation was guided by two objectives, two hypotheses and Human Capital Theory. Cross-
sectional research design was adopted and data were collected through structured questionnaire.
The sample size for the study was 616 respondents determined using Cochran sample size
determination technique for an estimated population. Pearson's Product Moment Correlation
Coefficient (r) was used to test the hypotheses at a 0.05 level of significance. Findings revealed that a
significant relationship existed between AI-driven pedagogy of quality of teaching and learning in
social science courses and students and lecturers in tertiary institutions and a significant relationship
existed between AI-driven pedagogy of students' critical thinking, civic competence, and
employability skills in social science education and students and lecturers in tertiary institutions in
Cross River State, Nigeria. The study identified major challenges to effective AI adoption, including
inadequate digital infrastructure, limited access to technological devices, insufficient staff training,
and unequal access to digital resources. The study concludes that AI-driven pedagogy holds
considerable potential for transforming social science education and strengthening the capacity of
students and lecturers in Cross River State, Nigeria. It recommends increased investment in digital
infrastructure, capacity building for academic staff, and the integration of AI tools into social
science curricula to enhance teaching quality, student competence in tertiary institutions.

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