Abstract
This study investigates the pedagogical potential of integrating ChatGPT, a large language model-based artificial intelligence tool, into secondary school geography education for the development of students’ environmental literacy, critical thinking, and sustainability-oriented competencies. Employing a mixed-methods quasi-experimental design, the research combined qualitative thematic analysis with quantitative descriptive statistics. The participants were secondary school students who completed a series of interdisciplinary geography lessons on environmental sustainability, where ChatGPT-based tasks were integrated with traditional teaching methods. Data were collected from pre- and post-lesson questionnaires, student-written reflections, and teacher observations. The findings demonstrate that interaction with ChatGPT stimulated higher-order cognitive processes, particularly analysis, explanation, and structured argumentation. Student engagement and motivation increased markedly in project-based and collaborative tasks. Moreover, the integration of AI enhanced digital literacy and fostered the ability to critically evaluate environmental information. Teachers observed a noticeable rise in participation in classroom discussions and the depth of reasoning expressed in written work. The scientific novelty of this research lies in the development and testing of an integrated model that combines geography education with AI applications to cultivate environmental culture and sustainable thinking among secondary school students. The study contributes both theoretically, by advancing interdisciplinary approaches to education for sustainable development, and practically, by outlining strategies for responsible and critical integration of AI in school practice.