Despite the transformative potential of artificial intelligence (AI) for educational development, its integration into Nigerian geography education remains nascent, particularly within Colleges of Education tasked with training pre-service teachers for primary and secondary schools. Drawing on the Technological Pedagogical Content Knowledge (TPACK) framework and critical geography education research, this paper presents findings from a mixed-methods pilot study conducted across five tertiary institutions in southeastern and north-central Nigeria. Through surveys (N = 78), classroom interventions with pre-test/post-test control groups, and cost-feasibility analysis, the study examines three interconnected dimensions of AI integration: (1) open-source geospatial AI for remote sensing pedagogy; (2) AI-enhanced climate change literacy grounded in regional geography and spatial justice; and (3) smart cartography for urban-rural spatial analysis. Results indicate statistically significant improvements in pedagogical self-efficacy (p < 0.01) and student spatial reasoning (Cohen’s d = 0.68) in intervention groups, though effect sizes were moderated by institutional infrastructure and teacher digital literacy. A feasibility matrix reveals that open-source platforms (QGIS, RStudio, Google Earth Engine) offer viable alternatives to proprietary software, provided sustainable funding models, particularly through the Tertiary Education Trust Fund and international partnerships, are established. The paper critically addresses algorithmic bias, data colonialism, and the digital divide, arguing that AI integration must be anchored in Nigeria’s National Digital Economy Policy and Strategy and the Sustainable Development Goals. Recommendations include mandatory AI-literacy modules in Nigeria Certificate in Education geography programs, inter-institutional resource consortia, and ethical guidelines for GeoAI in African educational contexts.

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