Exploring the Integration of AI Tools in Geography Fieldwork among Geography Education Student-Teacher
Abstract
The integration of Artificial Intelligence (AI) into education has revolutionized learning, yet its application in geography fieldwork remains underexplored. This study investigates the experiences and perceptions of pre-service geography teachers regarding AI tools in fieldwork. Specifically, it aims to (1) identify essential criteria for selecting AI tools, (2) examine patterns of AI integration, and (3) explore aspects of fieldwork requiring AI assistance. Using a qualitative approach, open-ended questionnaires were distributed to 31 pre-service teachers, and data were analysed using thematic and descriptive methods. Findings revealed that AI is predominantly adopted for technical tasks such as data analysis (90.3%), mapping (87.1%), and information searching (83.9%), with ease of use and utility for field studies as top criteria. However, AI usage remains limited for creative tasks like report writing, highlighting the continued importance of human critical thinking. The study underscores the transformative potential of AI in enhancing geographical education while addressing challenges such as technological access and the need for targeted training. These findings provide actionable insights for developing teacher education programs that equip future educators with both technological proficiency and critical thinking skills.
Keywords
References
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DOI: https://doi.org/10.11591/edulearn.v20i3.24345
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