Abstract
ABSTRACTThe newest editions of generative AI (GenAI) tools demonstrate profound capabilities that promise to reshape education. It is of vital interest to determine how these applications will modify how the public perceives and interacts with history, as well as how history education is delivered. In this poster, we investigated academic historians' practices and perceptions of integrating GenAI into their teaching. We conducted semi‐structured interviews with seven historians who teach university‐level courses. We identified the major concerns and perceived benefits of GenAI integration in history education, and some typical uses of GenAI in history classes. Our work contributes an important baseline assessment of attitudes and practices within the field so that we may better understand the existing gaps among academic historians and the extent of those gaps.
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