In the context of accelerating educational digitalization, geography teachers’digital application competence has become a key driver for promoting the reform and innovation of geography education and for fostering students’geographical key competences. However, teachers’digital literacy and their ability to integrate digital technologies into geography teaching vary signifi cantly. These challenges are manifested in insuffi cient digital awareness, limited profi ciency in digital technologies, inadequately targeted teacher training systems, and the underutilization of mentorship-based professional development mechanisms (e.g., the“Qinglan Project”) within digital professional learning communities. Such constraints hinder the sustained and progressive development of teachers’ digital application capabilities. To address these issues, this study proposes several strategies: enhancing and reshaping teachers’ digital awareness, constructing an AI-integrated“AITPACK”training framework, and fostering a digital professional learning community characterized by intergenerational mentorship and mutual empowerment.