Artificial Intelligence Readiness among Social Studies Education Students in Ghana: Evidence from USTED

This study investigated Artificial Intelligence (AI) readiness among undergraduate Social Studies Education students at the University of Skills Training and Entrepreneurial Development (USTED), Ghana. The study examined students' awareness and technical knowledge of AI tools, their attitudes and psychological readiness toward AI integration, and the personal and institutional barriers affecting readiness. A descriptive cross-sectional quantitative survey was used. A total of 137 responses were received, of which 135 valid responses were retained after data screening. Frequencies, percentages, means and standard deviations were used for analysis. Findings revealed high self-reported awareness and technical knowledge of AI, alongside generally positive but cautious attitudes toward adoption. Respondents also identified significant barriers, including unstable internet connectivity, inadequate digital infrastructure, lack of formal AI training and the cost of mobile data. The study concludes that effective AI integration in Social Studies teacher education requires practical training, ethical guidance, institutional support and improved digital infrastructure.