Abstract
STEM (Science, Technology, Engineering, and Mathematics) competencies are becoming increasingly important for geography education in the context of digital transformation and the growing use of artificial intelligence (AI). While previous studies have examined AI, GIS, and STEM approaches separately, empirical evidence on their combined role in geography education remains limited, particularly from the perspective of teachers. This study aims to explore university geography teachers’ readiness to integrate AI and GeoAI technologies within a STEM-oriented educational context and to examine the relationships between AI literacy, GeoAI use, spatial literacy, and STEM competencies. The study employed a quantitative exploratory design based on a questionnaire survey of 100 university geography teachers in Kazakhstan. Data were analyzed using descriptive statistics, chi-square tests, Spearman's correlation analysis, and multiple regression in SPSS. The results indicate statistically significant positive associations between teachers’ AI knowledge, experience with GeoAI tools, spatial literacy, and perceptions of the importance of STEM approaches. Teaching experience did not show a significant independent contribution when controlling for these factors. The findings suggest that teachers’ readiness to integrate AI into geography education is shaped primarily by interconnected professional competencies rather than by length of pedagogical service. The study contributes empirical insights into teacher readiness for GeoAI integration in higher geography education and highlights the importance of developing AI literacy, spatial thinking, and STEM competencies as interrelated components of professional development. The results may inform future research and the design of professional training programs, while acknowledging the exploratory nature and contextual limitations of the study.