Learning Philippine History with Generative AI: College Students’ Reported Experiences of Verification, National Identity, and Civic Responsibility
Keywords:
generative AI, civic orientations, historical learning, information verification, Philippine historyAbstract
This qualitative descriptive study examined the experiences of college students with historical learning, information verification, and civic formation in the context of generative AI. The research involved 315 students from 14 academic programs at a private higher education institution in Laguna, Philippines. Data collection was conducted using an expert-validated written interview guide administered via Google Forms, and the data were analyzed through reflexive thematic analysis. Participants indicated that readings in Philippine history facilitated connections between past and present issues, recognition of persistent national problems, comprehension of historical accounts, and reflection on Filipino identity. They perceived AI as a tool for facilitating information access, clarifying concepts, and enabling exploratory enquiry, while also expressing concerns about inaccuracies, biases, fabricated claims, and dependency. The participants' verification practices included comparing accounts, consulting academic sources, examining authorship, and exercising caution before accepting online content. Historical learning was linked to reflection on civic responsibilities and freedoms, as well as intentions to engage in public affairs and defend rights. Participants recommended responsible AI use, source evaluation, misinformation detection, interactive activities, and connections with current issues. This study provides a contextualized account of students' perceptions of historical learning, AI use, verification, and civic orientations. These accounts do not establish changes in historical competence, verification performance, or civic behaviour. The findings underscore guided source evaluation and critical examination of AI-generated historical information as areas for instructional consideration; their effectiveness requires further evaluation.References
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