Authors
- Strelova Olga Yu. Doctor of Sciences in Education, Professor
Annotation
Interest in artificial intelligence within humanities education emerged significantly later than in well‑structured academic subjects such as mathematics, physics, and computer science. In this, the author identifies one of the challenges to its effective use in teaching subjects concerned with human beings and society. Other, more complex contradictions lie in the very nature of humanities knowledge, as well as in the ways it is formed and applied in an open information society. The aim of this study is to analyze the initial experiences of Russia and the Republic of Belarus in integrating artificial intelligence into school history and social studies courses, identify the causes and risks of AI turning into an “artless” teaching tool, and substantiate methodological and pedagogical approaches to realizing the human‑centered potential of artificial neural networks in the humanities education of schoolchildren and in the professional activities of teachers. The methodological framework of the research comprises personality‑oriented, system‑activity, and historical‑cultural approaches to history education in the early twenty‑first century, as well as a comprehensive (critical, axiological, and praxeological) analysis of theoretical and practical works on the use of artificial intelligence in history instruction. The study reveals the shortcomings of new digital tools when they are used only as supplements to or replacements for the teacher; demonstrates their misalignment with the outcomes of history education — not only at the subject level but, more importantly, at the meta‑subject and personal levels; outlines promising directions for the “development” of artificial intelligence in the theory and practice of history teaching and, indirectly, in the training and professional development of humanities educators; and proposes evidence‑based approaches to harnessing the human‑centered potential of texts generated by artificial intelligence within school history curricula.
How to link insert
Strelova, O. Y. (2026). THE RISKS AND PROSPECTS OF USING ARTIFICIAL INTELLIGENCE IN THE FIELD OF HISTORY EDUCATION OF SCHOOL STUDENTS Bulletin of the Moscow City Pedagogical University. Series "Pedagogy and Psychology", 20 (2), 64. https://doi.org/10.24412/2076-9121-2026-2-64-76
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