With the rapid development of generative artifi cial intelligence, AI is being deeply embedded in teaching processes and continuously driving transformations in geography teaching. Based on the theory of“digital natives”, this paper introduces the analytical perspective of“AI natives”to explore the changes in geography learning methods under the background of deep AI participation. The paper analyzes the geographical learning characteristics of“AI natives”from three aspects: natural acceptance, profi cient operation, and adaptive innovation, pointing out their tendency to integrate technology into the learning process with the support of artifi cial intelligence. On this basis, from the perspective of integrated intelligence and human-computer collaboration, this paper proposes that geography teaching for“AI natives”should reasonably guide the use of artifi cial intelligence from two levels: tools and content. (1) Utilize its positive role in content updating, spatial understanding, and learning support. (2) Promote students to form scientifi c and rational AI literacy through problem guidance, prudent judgment, and outcome presentation. The continuous development of artifi cial intelligence provides new possibilities for geography teaching, and the key lies in how geography teachers can realize the organic integration of subject teaching and intelligent technology.