Changes in Teacher Perceptions Through Professional Development on Integrating Generative AI into Geography Inquiry Activities
Abstract
This study analyzed the effects of a professional development program on integrating generative AI into geography inquiry activities, using a mixed-methods design with 36 secondary school teachers. Post-program surveys and interviews revealed significantly improved perceptions of AI’s educational use. Teachers valued the program for enhancing student-centered inquiry and its practical efficiency, but identified structural constraints and a lack of specific guidelines as key challenges. Crucially, teachers recognized their role must shift from “knowledge transmitter” to “designer of thinking processes.” These findings suggest a well-designed, subject-specific program is vital for fostering this redefinition of teacher roles in the AI era.
Fields of Study & Subjects
Science Education and Pedagogy
Geography Education and Pedagogy
Educational Theory and Curriculum Studies
Publication details
- Journal / source
- Journal of Geography
- Publisher
- Informa UK Limited
- Volume
- 125
- Issue
- 2
- Pages
- 45–54
- Publication date
- 7 January 2026
- Language
- EN