شبكة المعلومات العربية التربوية

This study focused on exploring ways to employ the applications of the Fourth Industrial Revolution in educational geography in the stages of general education in the Kingdom of Saudi Arabia. The study followed the mixed method, represented in the documentary descriptive methodology, and the qualitative methodology. The study community was represented in two aspects, the first of which is: documents related to the fourth industrial revolution in terms of what it is, its origin, standards, principles, goals and fields of applications in the curricula of geography; and the second: experts and specialists in the fourth industrial revolution and applied geography and educational geography. An available sample of (8) experts was selected, and standardized interview questions were used as a tool to monitor their perceptions. The validity and reliability of the tool were verified according to the methods used. The results of the study showed that there are six main directors of the Fourth Industrial Revolution: people and the Internet, computing, communications and storage everywhere, the Internet of Things, artificial intelligence and big data, shared economy and distributed confidence, and the digitization of things. The results also revealed the existence of three main technical fields that emerged from the Fourth Industrial Revolution: the physical field, the biological field, and the digital field. The results revealed the possibility of employing six applications of the fourth industrial revolution in the teaching and learning of geography: artificial intelligence, big data, cloud computing, the Internet of Things, robots, and nanotechnology. The results also revealed four models of learning appropriate to the applications of the Fourth Industrial Revolution in the contents of educational geography, and they include: the download model, the open access model, the knowledge production model, and the innovation production model, as they are linked to (13) contents of the main elements of geography Educational. Finally, the results revealed (6) challenges facing the employment of the applications of the fourth industrial revolution in educational geography, namely: harnessing technology, smart contracts through Black Chain technology, affecting work, speed, and accuracy, the batch and disappearance of the middle social class, and controlling clients or beneficiaries, developing professions . In conclusion, she presented a set of recommendations and proposals related to the study. (Published abstract)