This study investigates the educational potential of AI-powered chatbots in Social Studies learning-teaching processes. The research used an embedded design and mixed methods approach. The study group consisted of 78 6th-grade students from three classes and one teacher who implemented the chatbot named "SosyalciBot." Lessons in the experimental group were taught using the chatbot, while lessons in two control groups followed a constructivist approach. Post-test and permanency test scores of the experimental group were significantly higher than those of the control groups. Students and the teacher provided positive evaluations of the chatbot's pedagogical and design features, indicating they positively impacted the learning process. However, some shortcomings were identified, and suggestions for improvement were offered. The study shows that chatbots have high potential to contribute to Social Studies education. However, further advancements in chatbot technology are needed to fully harness this potential. The study recommends further research on developing chatbots with high communication capacity and exploring innovative ideas for integrating chatbots into educational environments. The study found that chatbots significantly affected students' academic success and permanent learning in Social Studies. Students experienced chatbots as beneficial, enjoyable, and effective tools. They appreciated the chatbot's ability to reinforce learning, provide instant feedback, and support learning outside of school. Students also noted that the chatbot's language was motivating, gentle, and anthropomorphic, which increased their willingness to use the technology. Students suggested improvements such as better voice recognition and more interactive features. The study concludes that AI-powered chatbots have significant potential in Social Studies education, but further research is needed to fully realize this potential.This study investigates the educational potential of AI-powered chatbots in Social Studies learning-teaching processes. The research used an embedded design and mixed methods approach. The study group consisted of 78 6th-grade students from three classes and one teacher who implemented the chatbot named "SosyalciBot." Lessons in the experimental group were taught using the chatbot, while lessons in two control groups followed a constructivist approach. Post-test and permanency test scores of the experimental group were significantly higher than those of the control groups. Students and the teacher provided positive evaluations of the chatbot's pedagogical and design features, indicating they positively impacted the learning process. However, some shortcomings were identified, and suggestions for improvement were offered. The study shows that chatbots have high potential to contribute to Social Studies education. However, further advancements in chatbot technology are needed to fully harness this potential. The study recommends further research on developing chatbots with high communication capacity and exploring innovative ideas for integrating chatbots into educational environments. The study found that chatbots significantly affected students' academic success and permanent learning in Social Studies. Students experienced chatbots as beneficial, enjoyable, and effective tools. They appreciated the chatbot's ability to reinforce learning, provide instant feedback, and support learning outside of school. Students also noted that the chatbot's language was motivating, gentle, and anthropomorphic, which increased their willingness to use the technology. Students suggested improvements such as better voice recognition and more interactive features. The study concludes that AI-powered chatbots have significant potential in Social Studies education, but further research is needed to fully realize this potential.