The Application of Artificial Intelligence (AI) in Social Studies Education: Integrating Buddhist Principles for 21st-Century Learning
Article Sidebar
Main Article Content
Abstract
Education in the 21st century faces critical challenges driven by globalization and the rapid advancement of digital technology. Learners are required to develop essential skills such as critical thinking, problem-solving, communication, and constructive collaboration. Global education policies, including those promoted by UNESCO and the OECD, emphasize the integration of Artificial Intelligence (AI) to enhance personalized learning, while Thailand’s National Education Plan (2017–2036) and the “Digital Thailand” policy highlight AI as a crucial tool in improving teaching and learning. Social studies, as a discipline aimed at cultivating responsible citizens, continues to encounter difficulties related to the overwhelming access to diverse information and the lack of critical thinking skills. In this context, AI plays an increasingly significant role in creating interactive lessons, supporting data analysis, and designing individualized learning experiences. However, without ethical guidelines, the use of AI may lead to overreliance, misuse of information, and diminished human judgment. Buddhist principles such as the Threefold Training (sīla, samādhi, paññā), the Four Bases of Accomplishment (iddhipāda), the Middle Path (majjhima paṭipadā), and the Four Noble Social Virtues (saṅgahavatthu) can serve as ethical frameworks to guide AI integration, ensuring moderation, morality, and meaningful learning. By balancing technological advancement with moral and intellectual development, education can achieve its ultimate goal of fostering both knowledge and quality of life in the digital.
Article Details
References
กระทรวงศึกษาธิการ. (2560). แผนการศึกษาแห่งชาติ พ.ศ. 2560–2579. สำนักงานเลขาธิการสภาการศึกษา.
พระธรรมปิฎก (ป.อ. ปยุตฺโต). (2562). พจนานุกรมพุทธศาสตร์ ฉบับประมวลธรรม. กรุงเทพฯ: มหามกุฏราชวิทยาลัย.
วิชัย วงษ์ใหญ่. (2561). การบูรณาการหลักธรรมพุทธศาสนากับการจัดการศึกษาในยุคดิจิทัล. กรุงเทพฯ: สำนักพิมพ์แห่งจุฬาลงกรณ์มหาวิทยาลัย.
Bacca, J., Baldiris, S., Fabregat, R., Graf, S., & Kinshuk. (2014). Augmented reality trends in education: A systematic review of research and applications. Educational Technology & Society, 17(4), 133–149.
Banks, J. A. (2008). An introduction to multicultural education (4th ed.). Boston: Allyn & Bacon.
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. ASHE-ERIC Higher Education Report No. 1. Washington, D.C.: The George Washington University.
Dede, C. (2009). Immersive interfaces for engagement and learning. Science, 323(5910), 66–69.
Engle, S. H., & Ochoa, A. S. (1988). Education for democratic citizenship: Decision making in the social studies. New York: Teachers College Press.
Floridi, L., & Cowls, J. (2019). A unified framework of five principles for AI in society. Harvard Data Science Review, 1(1), 1–15.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth.
M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415.
Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). New York: Teachers College Press.
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Boston: Center for Curriculum Redesign.
Hwang, G. J. (2014). Definition, framework and research issues of smart learning environments – a context-aware ubiquitous learning perspective. Smart Learning Environments, 1(1), 1–14.
Jobin, A., Ienca, M., & Vayena, E. (2019). The global landscape of AI ethics guidelines. Nature Machine Intelligence, 1(9), 389–399.
Luckin, R. (2018). Machine learning and human intelligence: The future of education for the 21st century. London: UCL IOE Press.
Martorella, P. H. (1997). Teaching social studies in middle and secondary schools (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
Means, B., Toyama, Y., Murphy, R., & Baki, M. (2014). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3), 1–47.
Merchant, Z., Goetz, E. T., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T. J. (2014). Effectiveness of virtual reality-based instruction on students’ learning outcomes in K-12 and higher education: A meta-analysis. Computers & Education, 70, 29–40.
OECD. (2019). AI in education: Promises and implications for teaching and learning. OECD Publishing.
Papamitsiou, Z., & Economides, A. A. (2014). Learning analytics and educational data mining in practice: A systematic literature review of empirical evidence. Educational Technology & Society, 17(4), 49–64.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231.
Selwyn, N. (2019). Should robots replace teachers? AI and the future of education. Cambridge: Polity Press.
Siemens, G., & Baker, R. S. J. d. (2012). Learning analytics and educational data mining: Towards communication and collaboration. In Proceedings of the 2nd International Conference on Learning Analytics and Knowledge (pp. 252–254). ACM.
Siemens, G., & Long, P. (2011). Penetrating the fog: Analytics in learning and education. EDUCAUSE Review, 46(5), 30–32.
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Francisco: Jossey-Bass.
UNESCO. (2021). AI and education: Guidance for policy-makers. Paris: UNESCO.
Woolf, B. P. (2010). Building intelligent interactive tutors: Student-centered strategies for revolutionizing e-learning. Burlington, MA: Morgan Kaufmann.
World Bank. (2020). Artificial intelligence in education: Opportunities and challenges for developing countries. Washington, DC: World Bank.
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 1–27.
