Integrating Project-Based Learning and Artificial Intelligence in High School Geography: A Case Study of Coastal Tourism Planning

Yan Yin; Ruo Hang Deng; Ruoxi Dai

doi:10.70088/k78q8b65

Authors

Yan Yin Vanke Meisha Academy, Shenzhen, China Author
Ruo Hang Deng Vanke Meisha Academy, Shenzhen, China Author
Ruoxi Dai Vanke Meisha Academy, Shenzhen, China Author

DOI:

https://doi.org/10.70088/k78q8b65

Keywords:

artificial intelligence, project-based learning, geography education, case study, ai literacy

Abstract

The rapid development of artificial intelligence and its gradual adoption in modern education have created new possibilities for integrating AI with Project-based Learning (PBL) in high school geography instructional innovation. This study designed and implemented a two-month geography PBL project integrating multiple AI tools at an international high school in Shenzhen, China. Adopting a single case study design, the research conducted a thematic analysis of 20 participating students' self-reflections. The findings indicate that integrating AI and PBL in high school geography education is highly feasible and generates positive teaching outcomes. From the students' perspective, AI tools significantly enhanced information retrieval and learning efficiency, promoted critical thinking, and helped students initially form AI literacy. All 20 students reported a renewed understanding of geography's disciplinary value. From the teacher's perspective, project implementation entailed multiple challenges, including tool selection, student role assignment, and collaboration and progress coordination. These challenges provided practical experience for future implementation. The study has limitations: the small sample size from a single school limits generalizability, and the qualitative method may involve subjectivity and insider bias from researcher-participants. In summary, effective AI-integrated PBL requires teachers to possess comprehensive competencies in instructional design, tool selection, process management, and team coordination, alongside corresponding school support in time and resources.

References

C. B. Omeh, M. A. Ayanwale, L. E. Mnguni, and C. J. Olelewe, "Fostering programming skill and critical thinking through AI-assisted PBL integration," Journal of New Approaches in Educational Research, vol. 14, no. 1, p. 22, 2025.

E. Avilés Mariño and A. Sarasa Cabezuelo, "AI-enhanced PBL and experiential learning for communication and career readiness: An engineering pilot course," Algorithms, vol. 18, no. 10, p. 634, 2025.

S. Ruiz Viruel, E. Sánchez Rivas, and J. Ruiz Palmero, "The role of artificial intelligence in project-based learning: Teacher perceptions and pedagogical implications," Education Sciences, vol. 15, no. 2, p. 150, 2025.

M. Amiruddin, R. Hafeez, and N. Humaira, "Integrating artificial intelligence and project-based learning: A framework for enhancing AI literacy in secondary education," Journal of Education and Applied Teaching (JEAT), vol. 1, no. 1, pp. 22–32, 2025.

W. H. Kilpatrick, The Project Method: The Use of the Purposeful Act in the Educative Process, no. 3. New York: Teachers College, Columbia University, 1926.

N. A. Harmer and A. Stokes, "The benefits and challenges of project-based learning: A review of the literature," PedRIO Paper 6, 2014.

G. Granco, Y. Chen, H. Macias, Y. Hou, and F. A. Gomez, "Empowering Students to Engage with Climate Change Action: A Project-Based Module for Artificial Intelligence Literacy and Sustainability Thinking," The Professional Geographer, pp. 1–12, 2026.

S. Raath and A. Golightly, "Geography education students' experiences with a problem-based learning fieldwork activity," Journal of Geography, vol. 116, no. 5, pp. 217–225, 2017.

E. Pawson, E. Fournier, M. Haigh, O. Muniz, J. Trafford, and S. Vajoczki, "Problem-based learning in geography: Towards a critical assessment of its purposes, benefits and risks," in Active Learning and Student Engagement. Abingdon, UK: Routledge, 2013, pp. 58–71.

A. Chitamba, Y. Verna, S. Matthys, and M. Gabriel, "Effectiveness of team teaching in project-based learning entrepreneurship education: An integrative review," International Journal of Research in Business and Social Science, vol. 14, no. 5, pp. 370–377, 2025.

S. Epasto and S. Lorenzo, "Teaching economic and political geography through GeoAI: lessons from the STEM4Humanities project and design-based pedagogies," Journal of Geography in Higher Education, pp. 1–16, 2026.

C. Zeng, "UbD+ PBL Integrated Model in Junior High School Geography Teaching: A Case Study on Rural Revitalization via Agri-Product Promotion," 2025.

J. Yiling, M. Omar, and F. M. Kamaruzaman, "Exploring the AI-enhanced project-based learning for English language acquisition: A systematic review of the key elements and emerging technology trends," International Journal of Learning, Teaching and Educational Research, vol. 24, no. 2, pp. 636–652, 2025.

A. Shocheb, I. Ibrohim, and M. Muntholib, "The effect of the problem-oriented project-based learning model assisted by artificial intelligence on students’ problem-solving and communication skills," Edubiotik: Jurnal Pendidikan, Biologi Dan Terapan, vol. 10, no. 02, pp. 424–441, 2025.

L. B. Habibah, I. Ibrohim, and H. Susilo, "The effect of AI-assisted problem-oriented project-based learning on students’ critical thinking and communication skills," JPBI (Jurnal Pendidikan Biologi Indonesia), vol. 11, no. 2, pp. 656–668, 2025.

M. A. Ayanwale and C. B. Omeh, "AI-supported problem-based learning for enhancing computational thinking skills in STEM education," Computers in Human Behavior: Artificial Humans, p. 100263, 2026.

H. J. Gaya and E. E. Smith, "Developing a qualitative single case study in the strategic management realm: An appropriate research design," International Journal of Business Management and Economic Research, vol. 7, no. 2, pp. 529–538, 2016.