Proactive strategies to promote responsible use of ChatGPT-4 during geography teacher education

The purpose of this concurrent embedded mixed methods research was twofold, namely, (a) to determine if ChatGPT-4 performs better than ChatGPT-3.5 in geography teacher education (GTE) tasks, and (b) to determine if it would be adopted in GTE-classrooms to suggest proactive strategies for responsible use of this tool in geography didactics classrooms. Thus, a quantitative study was embedded in a comparative study to compare ChatGPT-4’s results with results published regarding usefulness of ChatGPT-3.5 in classrooms. The results of the comparative study showed that ChatGPT-4 is not only more useful than ChatGPT-3.5 in comparative tasks, but also more powerful as it can read and create images as well. It can be used to create rich learning activities, but it can also promote academic dishonesty as one of the AI-detectors used were insufficient as it could not identify any of the AI-texts. The results of the quantitative study showed that seven of the factors of the Artificial Intelligence Adoption Prediction Tool can drive the adoption of ChatGPT-4 in GTE-classrooms. As this AI-tool cannot be banned from classrooms, proactive strategies for responsible use are suggested.