Orientaciones para el uso de inteligencia artificial en educación: estrategias de prompting en la enseñanza de Geografía

The article examines how prompt design influences the effectiveness of generative artificial intelligence (GenAI) in the teaching of geography in secondary education. It compares two prompt-design models —TCI+RATEL and R-I-T-A— applied to geographical learning situations, assessing their structure, level of interaction and adaptability. The proposal includes practical guidance for teachers aimed at fostering critical thinking and the development of spatial competences through the strategic use of GenAI. The article also highlights associated ethical risks, such as bias and technological dependence, and advocates a reflective, context-sensitive use of GenAI in the classroom.