LLM TECHNOLOGIES IN GENERAL SECONDARY EDUCATION: THEORETICAL CONCEPTS AND METHODOLOGICAL DIRECTIONS IN GEOGRAPHY EDUCATION

Abstract

The rapid advancement of artificial intelligence has led to the widespread emergence of large language models (LLMs) as powerful tools in educational contexts. In recent years, LLM-based technologies have attracted growing attention due to their potential to support personalized learning, inquiry-based instruction, and the development of higher-order cognitive skills. However, despite increasing interest in their educational applications, the theoretical foundations and methodological directions for integrating LLM technologies into general secondary education remain insufficiently systematized, particularly within subject-specific domains such as geography.

This review article aims to analyze the theoretical concepts and methodological approaches underpinning the use of LLM technologies in general secondary education, with a specific focus on geography teaching. Drawing on contemporary pedagogical theories—including constructivist, cognitive, socio-cultural, and inquiry-based learning frameworks—the study examines how LLM technologies align with modern educational paradigms and disciplinary characteristics of geography education. International and national scholarly sources are systematically reviewed and synthesized using a theoretical-analytical approach.

The analysis reveals that LLM technologies offer significant methodological potential for geography education by supporting learner-centered instruction, differentiated tasks, formative assessment, and the development of critical and creative thinking skills. At the same time, the review identifies key challenges related to curriculum alignment, age-appropriate adaptation, teacher professional competence, and ethical considerations in school settings.

The findings of this study contribute to the theoretical justification of LLM integration in school geography education and provide a conceptual basis for the development of subject-oriented methodological models and future empirical research.