Between the real, the imaginary, and the virtual: artificial intelligence in the construction of digital landscapes in Geographic Education

Abstract

This article investigates the use of Artificial Intelligence (AI) as a teaching resource in school Geography Education through the use of the Leonardo AI digital platform, an image-generation tool based on textual descriptions. The study adopted a qualitative approach and was conducted as a case study involving first-year high school students at a public school located in the municipality of São José, Santa Catarina, Brazil. The methodological approach consisted of a pedagogical workshop organized into three stages: first, a conceptual discussion of Landscape as a geographical category; second, the interpretation of selected literary excerpts; and finally, the creation of digital landscapes using the Leonardo AI platform. The findings indicate that the use of AI contributed to making the teaching and learning process more interactive, fostering interdisciplinary integration within the school context. The results also showed that this teaching resource stimulated students’ creativity and expanded their possibilities for interpreting landscapes. However, some limitations were identified, including literal interpretations of prompts and inconsistencies in the generated images. Furthermore, the experience highlighted challenges related to limited literacy skills and digital exclusion in the school environment. It is concluded that the pedagogical use of AI, when critically mediated by the teacher, can broaden the possibilities for constructing geographical knowledge and contribute to the development of contemporary educational practices.