THE APPLICATION OF ARTIFICIAL INTELLIGENCE IN TEACHINGGEOGRAPHY EDUCATION IN FEDERAL UNIVERSITIES, NIGER STATE

Abstract

The integration of artificial intelligence (AI) in geography education is reshaping pedagogical approaches globally, yet its adoption in some federal higher institutions, in Niger state remains limited and underexplored. This study examines the application of AI in teaching geography education across universities in the Niger State, focusing on Federal University of Technology Minna and Federal University of Education Kontagora. Employing a mixed methods design, data were gathered through archival review of university curricula and literatures, semi-structured interviews with both academic staff and students. A total of 43 respondents were interviewed. The findings reveal that AI application can be examined through instructional support, spatial data analysis and modeling, immersive visualization, and assessment and feedback.However, challenges persist, including low level of awareness in the field of geography, the application are informal and at a basic level, inadequate internet connectivity, limited access to licensed software, inconsistent power supply, and insufficient training for lecturers on AI pedagogies. The study concludes that strategic investment in infrastructure, targeted faculty development programs, and partnerships with technology firms can facilitate the effective adoption of AI in geography teaching. Recommendations include integrating AI literacy into geography curricula, establishing university AI-GIS labs, and developing context-specific datasets for Niger State higher institutions. These measures can bridge the digital divide, improve learning outcomes, and prepare graduates for data driven geospatial careers within and beyond the region.