<![CDATA[The increasing integration of generative artificial intelligence (AI) in higher education has introduced ethical and pedagogical challenges, particularly in social science general education courses, where critical thinking and contextual analysis are essential. Despite its growing presence, the implications of artificial intelligence in non-STEM disciplines remain underexplored, especially in Philippine higher education where institutional policies and practices are still evolving. This study aimed to examine the ethical concerns raised by social science educators regarding the use of generative artificial intelligence and determine how these concerns shape their teaching practices. A qualitative research design was employed involving twenty-four social science educators from higher education institutions in Northern Luzon, Philippines. Participants were selected through purposive sampling based on their direct experience with artificial intelligence use in teaching and student work. Data were collected through semi-structured interviews conducted between August and December 2025, with each session lasting 45–60 minutes. The data were analyzed using Braun and Clarke’s thematic analysis to identify recurring patterns and themes. The findings identified five major ethical concerns: algorithmic misinformation in knowledge construction, artificial intelligence (AI)-enabled academic dishonesty, cognitive dependency and the decline of critical thinking, inequality in AI-assisted learning, and algorithmic bias and distorted social narratives. In response, educators adopted five corresponding pedagogical strategies: modification of assessment strategies, increased monitoring and verification of student work, integration of artificial intelligence awareness in instruction, reinforcement of academic integrity policies, and selective and guided use of artificial intelligence. These findings show that ethical concerns directly shape pedagogical decision-making in social science education and contribute to context-responsive pedagogical and policy frameworks for artificial intelligence integration in Philippine higher education]]>
