Аннотация. This study looks at the inclusion of artificial intelligence (AI) tools into social studies teaching as a strategic means of raising students' understanding, attitudes and involvement in anti-human trafficking initiatives. Using a descriptive survey design, 298 social studies students from Federal College of Education, Abeokuta were sampled from 100, 200 and 300 levels. Using a validated 20-item questionnaire organised into four parts, data were gathered and then analysed with descriptive statistics and ANOVA. With a total average of 3.42 and a standard deviation of 0.67, the findings showed a great degree of awareness and knowledge of human trafficking among students, suggesting substantial agreement that their knowledge was enhanced by AI tools including virtual scenarios, movies and simulations. Students also showed great empathy and good views towards trafficking victims (Grand Mean=3.19), therefore validating the emotional and ethical potential of AI-enhanced learning. ANOVA findings (F(2,295)=1.634, p=.198), meanwhile, revealed no statistically significant difference in perceived efficacy of AI systems across academic levels. The results confirm Bandura's Social Learning Theory and the Agenda Setting Theory, hence supporting AI's capacity to personalise, contextualise, and morally involve students with social concerns. It ends that, if carefully used, artificial intelligence can change civic education into a more inclusive, emotionally relevant, and powerful experience. For maximising the educational potential of artificial intelligence in Nigeria and comparable environments, the study advises context-specific material creation, policy assistance and training.