Innovations in educational technology hold the potential to transform learning processes. Artificial intelligence, in particular, is becoming an increasingly prominent tool in education. This technology not only facilitates access to information but also makes learning more dynamic and interactive. In this context, the impacts of AI applications at the elementary level have become a significant subject of study. The use of AI applications in 4th-grade elementary school social studies classes can make it easier for students to access information, while also rendering the learning process more interactive and engaging. This study aims to examine the perspectives of classroom teachers regarding the use of AI applications in 4th-grade social studies classes. The research utilizes phenomenology, a qualitative research design. The study involved 20 classroom teachers, consisting of 11 women and 9 men. Data were collected from classroom teachers through semi-structured interview forms. Descriptive analysis was employed for data analysis. The classroom teachers who participated in the study stated that the use of AI in lessons offers numerous advantages, particularly in areas such as simulation, content creation, and individualized teaching in social studies classes. While emphasizing the positive aspects of AI, such as making lessons more engaging and memorable, they also highlighted the risks associated with AI, including technology addiction, reduced productivity, and challenges in classroom management.

Artificial ıntelligence, social studies class, use of AI in education