Exploring the integration of Artificial Intelligence into Geography education through a hybridised TPACK–Place–AI framework

Abstract

Since the 1960s, Geography educators have used digital technologies such as GIS and remote sensing to enrich spatial learning. The rise of artificial intelligence (AI) extends these tools by enabling transformative, data-driven, and personalised learning experiences while fostering essential 21a Century skills. However, many educators remain unaware of AI’s potential benefits and risks. Situated within South Africa’s unequal digital landscape, this study aims to raise awareness and broaden Geography educators’ understanding of effective and ethical AI integration in Geography education. It proposes a hybrid TPACKPlace- AI framework that extends the established Technological, Pedagogical and Content Knowledge model through insights from a critical pedagogy of place. The framework emphasises that AI integration must be pedagogically sound and socially responsive, foregrounding ethics, justice, power, and context. The paper thus offers a theoretical foundation for critically engaging with AI in Geography education.