The rapid developments in artificial intelligence technologies are transforming educational processes and making teachers’ perceptions of these technologies an important subject of research. The aim of this study is to reveal geography teachers’ metaphorical perceptions of the concept of artificial intelligence. The study was conducted based on the phenomenological design, one of the qualitative research methods. The study group consisted of 57 geography teachers working in different types of schools in Istanbul during the 2025–2026 academic year. The research data were collected through a metaphor form in which participants were asked to complete the statement, “Artificial intelligence is like … because …”. The data obtained were analyzed using the content analysis method. The findings revealed that geography teachers generated a total of 51 different valid metaphors regarding the concept of artificial intelligence. These metaphors were grouped into five conceptual categories: artificial intelligence as a guide, assistant, and facilitator; artificial intelligence as a source of knowledge and expertise; artificial intelligence as a partner in productivity and development; artificial intelligence as a powerful structure with uncertain boundaries; and artificial intelligence as a source of risk and threat. The findings indicate that teachers largely perceive artificial intelligence as a structure that supports teaching processes, facilitates access to information, and contributes to intellectual production. However, some metaphors also reveal concerns regarding the ethical use of artificial intelligence, the reliability of information, and its potential risks. In conclusion, geography teachers were found to perceive artificial intelligence not merely as a technological tool, but also as a learning partner that provides guidance in teaching processes, supplies information, and supports productivity. The study is expected to contribute to the literature on artificial intelligence metaphors through a sample of geography teachers and to provide insights into practices concerning the use of artificial intelligence in geography education.

Artificial Intelligence, Metaphor, Geography Teachers