Journal of Geography

Beyond the Tool: Redefining Geographical Learning and Literacy in the Generative AI Era

Call for Papers: Journal of Geography Special Issue

Beyond the Tool: Redefining Geographical Learning and Literacy in the Generative AI Era

Artificial intelligence is rapidly reshaping education. Geography education's tradition of integrating content knowledge with spatial technologies—from GIS to remote sensing—provides a foundation for adapting to AI in ways that enhance meaningful learning.

Generative AI is transforming geographical learning by innovating how spatial data is collected, analyzed, and visualized; opening new fieldwork possibilities through physical-virtual integration; enabling personalized and differentiated instruction; and diversifying learning through interactive simulations and multimodal experiences. These changes represent pedagogical transformations rather than merely technological ones, while also raising questions about content accuracy, over-reliance, academic integrity, and authentic assessment.

Over the past two years, scholarship has moved from speculation toward documenting classroom implementation. The field now needs to synthesize these experiences and develop frameworks to interpret and evaluate AI's role in geography education.

This special issue invites contributions focused on classroom enactment and educational meaning from K–12 through higher education. We seek research examining: How is AI being taken up in geography teaching and learning? What do teachers and students experience? What innovations and concerns are emerging? What frameworks or guidance can help educators navigate these changes? We welcome empirical studies, design-based work, reflective analyses grounded in classroom evidence, and conceptually driven papers closely connected to educational practice.

Scope and Topics

We encourage submissions across the Journal of Geography’s article types—Research Articles, Review Articles, Case Reports, Methods, and Comments— including but not limited to:

• AI-enhanced geographic learning and problem solving
• AI-integrated pedagogies in geography education
• Student learning outcomes and experiences with AI
• Assessment and evaluation in AI-augmented environments
• Critical AI literacy and addressing hallucinations
• Curriculum design and learning goals in the AI era
• Teacher professional development and changing roles in AI-integrated geography education

Guest Editors

Jongwon Lee, PhD, Professor, Department of Social Studies Education, Ewha Womans University

Injeong Jo, PhD, Professor, Department of Geography and Environmental Studies, Texas State University