The current paper is designed to determine the level of using differentiated instruction by geography instructors from the College of Education for Women, University of Baghdad. The practices discussed above are also analyzed using traditional statistical methods and artificial intelligence tools. The latter is a novel approach since this practice has been rarely researched in educators within both geography and facilities and in the orientation of regular higher education related to other disciplinaries. Differentiated instruction is known to be an essential tool for meeting various learners’ needs. However, its integration into postsecondary programs, let alone higher education routines and specialized disciplinaries like geography, is one of the under-researched areas of the educator toolkit. The current study was built on descriptive research; the form of collection is a questionnaire passed by 20 instructors. Among the recent achievements, there is a positive effect of differentiated instruction, and a tendency to a high-awareness or high-usage level expected especially among experienced educators. Artificial intelligence found many cases of training and the availability of differentiated instruction unspecified sources. Overall, the work proposed an alternative vision of evaluating educators’ methods. This helps both to understand how teaching can be improved and suggest ways to implement changes. The work will also aid AI practitioners by providing another example of AI uses such as correcting and improving the educators’ methods in geography.