Changes in Teacher Perceptions Through Professional Development on Integrating Generative AI into Geography Inquiry Activities

Abstract

This study analyzed the effects of a professional development program on integrating generative AI into geography inquiry activities, using a mixed-methods design with 36 secondary school teachers. Post-program surveys and interviews revealed significantly improved perceptions of AI's educational use. Teachers valued the program for enhancing student-centered inquiry and its practical efficiency, but identified structural constraints and a lack of specific guidelines as key challenges. Crucially, teachers recognized their role must shift from "knowledge transmitter" to "designer of thinking processes." These findings suggest a well-designed, subject-specific program is vital for fostering this redefinition of teacher roles in the AI era.