Student teachers' narratives on artificial intelligence (AI)-personalised learning in geography and social sciences teaching at a South African university

This study investigates student experiences and perceptions of AI-personalised learning in Geography and Social Sciences teaching at a South African university in the Eastern Cape province. Operating within an interpretivist paradigm, the research adopted a qualitative approach with an explanatory case study design. Data were collected via open-ended questionnaires from a purposive sample of 15 undergraduate students who had direct experience with AI-personalised learning tools in their Geography and Social Sciences teaching modules. Thematic analysis revealed four dominant themes: enhanced understanding and simplification of concepts; personalised support and learning autonomy; accessibility and contextual gaps; and real-world application and engagement. Students perceived AI tools as personalised tutors that aided comprehension and fostered self-directed learning. However, the study also identified significant challenges, particularly the digital divide and limited technology access, which risk exacerbating existing inequalities. The study contributes to the literature by foregrounding student narratives from the Global South and emphasising the need for contextually relevant and inclusive approaches to AI integration in higher education.