Geo-inteligencia Local: Modelo Pedagógico para transformar la enseñanza de Geografía utilizando Inteligencia Artificial y la localidad como recurso didáctico en la escuela

Teaching involves the use of active methodologies with relevant resources that contribute to improving the teaching and learning process. Therefore, technology is a key resource, and teachers must adapt to these changing times in their work. This article aims to propose and substantiate a pedagogical model for transforming Geography teaching using Artificial Intelligence (AI) and local context as a didactic resource in the second cycle of primary schools. This study employed a mixed-methods approach. It involved 20 Social Studies teachers who teach Geography in schools within the REDIC1701-NP06 network. Data collection techniques included structured observation and interviews. The results reveal concerning weaknesses in the contextualization of geographical learning and a gap in the development of geographical competencies and skills. In this regard, the study concluded that there is a significant paradox in the integration of Artificial Intelligence into Geography education: while technological adoption reaches optimal levels of incorporation and use as a teaching aid, the development of digital critical thinking presents a worrying deficit because the critical use of AI-generated information is minimally promoted. Therefore, a pedagogical model is needed in which AI acts as a co-pilot, not the protagonist, of learning.