The integration of Artificial Intelligence (AI) into history teaching has introduced new opportunities for enhancing pedagogy, learner engagement, and access to historical resources. However, its adoption in Bayelsa State faces significant challenges that undermine its effectiveness. Using the primary and secondary sources, and adopting the use of the Technological Determinism Theory as a template for analysis, this study examined the obstacles associated with the use of AI in history teaching in secondary and tertiary institutions within the state. Key issues identified included infrastructural deficits such as poor internet connectivity and inadequate power supply, limited access to digital learning tools, and insufficient teacher training in AI-based instructional methods. Furthermore, the study showed that cultural and contextual challenges, including the risk of historical misrepresentation, over-reliance on algorithmic outputs, and the marginalization of indigenous historical narratives, pose critical concerns. The study also highlighted ethical dilemmas such as data privacy, academic integrity, and the digital divide between urban and rural schools. It established that these challenges collectively hinder the effective utilization of AI in improving the teaching and learning of history. The paper concludes that addressing these obstacles through capacity building, infrastructural development, contextual curriculum design, and policy interventions is essential for maximizing the potential of AI in history education in Bayelsa State.
Keywords: Artificial Intelligence (AI), Learning, Teaching, history, infrastructural development
