The Extent of Using Artificial Intelligence Applications in Secondary Schools from the Perspective of Geography Teachers in Maysan Governorate

Abstract

The present study aims to identify the extent to which geography teachers use artificial intelligence (AI) applications and the obstacles that hinder their use in teaching. To achieve this aim, the researcher adopted a descriptive–analytical approach. The study is limited to geography teachers in intermediate/secondary schools in the center of Maysan Governorate during the academic year (2025–2026). The study population consisted of (150) teachers/schools, and a sample of (100) teachers/schools was selected. The researcher developed an “AI Applications (ChatGPT)” questionnaire consisting of (30) items distributed across three domains: (use of ChatGPT in the teaching–learning process, attitudes toward using ChatGPT, and obstacles to using ChatGPT). After expert review and validation, the instrument was administered to the study sample. Data were analyzed using means, standard deviations, and relative weights based on a three-point rating scale.

The results indicated that the overall mean score across the three domains (use, attitudes, and obstacles) reached (2.11), reflecting a “moderately achieved” level. Accordingly, the study concluded that geography teachers’ use of AI applications (ChatGPT) remains relatively weak; it is more oriented toward teachers’ professional development than toward direct classroom integration with students. The study recommended enhancing technological infrastructure (computers, high-speed internet, and smart labs) in schools by decision-makers in the Ministry of Education to support the effective adoption of AI applications. It also suggested conducting field studies on the impact of using ChatGPT on academic achievement and spatial thinking development among middle-school schools in geography.