Generative Artificial Intelligence in the Geography Classroom

Possibilities, Limitations, and Perspectives From Geography Education

Abstract

The growing use of generative artificial intelligence (GenAI) is fundamentally transforming schools and teaching, presenting geography education with challenges as well as opportunities. This article is intended as a structuring overview that establishes initial reference points for the (German-language) geography education discussion on GenAI integration. First, GenAI is situated within the geography education discourse on algorithms and digitality, before general and subject-specific models for GenAI integration, as well as empirical findings, are outlined. Subsequently, possibilities (interactive simulations, expanded approaches to spatial analyses, and adaptive learning environments), limitations (bias, hallucinations, and map literacy), and perspectives (newly conceived geographical basic concepts) of GenAI use in geography instruction are discussed and integrated in an organizing heuristic for geography education. The article concludes with an outlook on empirical research desiderata.