AN ARTIFICIAL INTELLIGENCE-BASED MODEL FOR ENHANCING THE DIGITAL LITERACY OF GEOGRAPHY TEACHERS
DOI:
https://doi.org/10.63034/esr-787Keywords:
artificial intelligence, digital literacy, geography education, teachers' professional development, digitalization of education, geographic information systems (GIS), digital learning environmentAbstract
This article presents an artificial intelligence-based model designed to enhance the digital literacy of geography teachers. The relevance of the study is determined by the growing need to improve teachers' professional competencies in the context of the ongoing digital transformation of education. The purpose of the research is to propose a methodological model aimed at developing teachers' digital skills and improving the quality of teaching through the effective use of artificial intelligence technologies. The study analyzes the potential of AI tools in the application of geographic information systems (GIS), data analysis, visualization, and the personalization of learning materials. The findings of the empirical research demonstrate that the proposed model helps identify teachers' professional competency gaps, supports the effective organization of the educational process, and contributes to the development of their digital competence. The results confirm that integrating artificial intelligence into teacher professional development can significantly improve digital literacy and promote more effective geography instruction.
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Copyright (c) 2026 Serikbosynova Aidana Nurlanovna, Laiskhanov Shakhislam Uzakbayevich, Turkhan Cetin
This work is licensed under a Creative Commons Attribution 4.0 International License.
