The Effectiveness of Selected Artificial Intelligence Applications in Enhancing Teaching Performance and Awareness of Technological Innovations among Geography Students at the Faculty of Education, Al-Azhar University.

This study aimed to investigate the effectiveness of selected artificial intelligence (AI) applications in enhancing teaching performance and awareness of technological innovations among geography students at the Faculty of Education, Al-Azhar University. To achieve this objective, the researcher developed experimental treatment materials, which included: a list of teaching performance skills to be developed among pre-service teachers, consisting of 13 main skills and 71 sub-skills; and a learning environment based on Google Classroom, utilizing the AI application "Magic School." The instructional materials also comprised a guide to the course content, a faculty guide for using Google Classroom and integrating Magic School tools into teaching, and a student guide for utilizing these tools and the Google Classroom platform. Additionally, research instruments were developed, including a teaching performance skills test, a teaching performance observation checklist, and a scale for measuring awareness of technological innovations. The experiment was conducted on a random sample of 67 third-year students majoring in Geography at the Faculty of Education, Cairo – Al-Azhar University. The sample was divided into two equivalent groups: an experimental group, which studied the content using AI applications, and a control group, which studied the content through traditional methods as part of the Microteaching course. Three research tools were employed: (1) a cognitive achievement test related to teaching performance skills, (2) a teaching performance observation checklist, and (3) a technological innovation awareness scale. After administering the pre-tests, implementing the AI-based instructional intervention, and conducting the post-tests, the results indicated statistically significant differences between the mean scores of the experimental and control groups in the post-tests of cognitive achievement, practical teaching performance, and awareness of technological innovations, in favor of the experimental group. Moreover, statistically significant differences were observed between the pre- and post-test scores of the experimental group across all three measures, also favoring the post-tests. These findings confirm the effectiveness of artificial intelligence applications in enhancing cognitive achievement, teaching performance, and awareness of technological innovations among pre-service geography teachers. The researchers interpreted the results and presented a set of recommendations and suggestions, most notably the need to reform teacher preparation programs in alignment with AI applications to support the acquisition of relevant skills, enhance teaching performance, and increase awareness of educational technological advancements.