Abstract
The study investigated the effectiveness of employing a proposed strategy for teaching geography using artificial intelligence applications in developing higher-order thinking skills and achievement among secondary school. The quasi-experimental method was used in this study. An observation card for higher-order thinking skills and an achievement test in the geography subject were used. The sample consisted of (60 female students) selected from the second year of secondary school students. The study showed significant differences at (0.05) between the mean scores of the students in the control and experimental groups on the achievement test in favor of the experimental group in the posttest. Also, differences were shown between the assessment means of the students in the control and experimental groups on the higher-order thinking skills assessment card in favor of the experimental group. The effect size came high. The study recommends the need to emphasize the expansion of the use of artificial intelligence applications in teaching geography.