Abstract
The growing use of artificial intelligence (AI) in education has introduced significant challenges for Social Studies teachers, particularly in evaluating the authenticity of student output, maintaining fairness in grading, and assessing the depth of student understanding. This study explored the challenges faced by Social Studies teachers from purposively sampled secondary schools in Sariaya District in evaluating AI-generated student work and the strategies they employed to address those challenges. Utilizing a descriptive survey design, data were collected from forty-seven (47) Social Studies teachers through a validated self-structured questionnaire. Findings revealed that teachers encounter substantial difficulty in verifying the authenticity of learning outcomes, ensuring fairness in grading, and confirming students' independent understanding, particularly in the context of AI usage. To address these challenges, teachers employed strategies such as originality verification methods, traditional grading strategies, and oral presentations and discussions. The study proposed a set of policy guidelines designed to equip educators with a clear strategy for maintaining academic integrity and promoting genuine student learning in the era of AI. The findings emphasize the need for educational institutions to have clear and standardized policy guidelines for evaluating AI-generated student work for Social Studies teachers in the era of AI.
