A model for enhancing the quality of geography education based on the integration of Artificial Intelligence and Geographic Information Systems

The integration of Artificial Intelligence (AI) and Geographic Information Systems (GIS) is increasingly central to improving the quality of geography education. This study developed a model intended for enhancing geography education quality based on AI-GIS integration and empirically examined future geography teachers’ readiness to adopt these technologies, drawing on a survey of 100 bachelor's, master's, and doctoral students in geography at al-Farabi Kazakh National University (27 items across three blocks: socio-intellectual characteristics, experience and integration, and professional/ethical issues; Cronbach's α = 0.78, χ 2 (3) = 24.56, p < 0.001). Sixty-seven percent of students reported readiness to use AI-GIS technologies (12% fully ready, 55% ready but requiring further training), and an equal share wished to develop their knowledge in this area further; familiarity was higher for AI (68%) than for GIS (26%) or GeoAI (8%); 99% had used ChatGPT or a similar tool, and ArcGIS was the most common GIS platform (66%). Readiness to use the technologies was associated with GIS familiarity ( ρ = 0.51), GIS proficiency ( ρ = 0.47), and GeoAI knowledge ( ρ = 0.43), but not with general AI familiarity ( ρ = 0.07); H3 and H4 were supported, H1 was not, and H2 was reported as a descriptive result. Although 88% of students viewed AI-GIS integration as beneficial to instructional quality, 67% were unaware of algorithmic bias issues and only 6% had applied these technologies in teaching practice. The results informed a proposed five-component model (content, technological, methodological, integrative, and competency) that has not yet been tested empirically. It is intended for improving teacher-training programs, designing practical courses, and developing future teachers’ digital competence, critical thinking, and ethical awareness.