The Use of AI in History Education in Sabah: A Comparative Study of Rural and Urban Schools

Abstract

This study examines the use of artificial intelligence (AI) in history education in Sabah through a comparative analysis of rural and urban secondary schools. Using a mixed-methods approach, the research investigates differences in AI access, usage patterns, teacher readiness, and student learning experiences between the two contexts. Quantitative data were collected through structured questionnaires administered to history teachers and students to measure levels of AI integration, perceived effectiveness, and digital competency, while qualitative data were gathered via semi-structured interviews to capture contextual challenges, pedagogical practices, and perceptions of AI-supported history learning. The findings reveal notable disparities between rural and urban schools, particularly in infrastructure availability, teacher confidence, and frequency of AI use, while also highlighting shared opportunities for enhancing historical thinking and student engagement through AI tools. The study contributes empirical evidence to the limited literature on AI in history education in East Malaysia and offers insights for policymakers and educators aiming to promote more equitable and effective AI integration across diverse school settings.