Some scholars have explored the positive role of study tours in cultivating students' regional cognition and geographical practical ability and have found that students can better master geographical survey methods and improve their ability to observe and analyze geographical phenomena during field research [20]. However, there are still some shortcomings in the traditional geography study tour course research. On the one hand, the course design often lacks systematicity and scientificity, relies too much on teacher experience, and finds it difficult to meet the diverse needs of students. On the other hand, the evaluation system is not perfect, focusing more on the students' knowledge mastery, and ignoring the comprehensive evaluation of students' thinking ability, innovation ability, \"human-land coordination\", and other core aspects of literacy [21]. In addition, in terms of teaching methods, traditional methods are mostly used in a manner that is lacking in terms of the effective use of modern information technology, and it is difficult to fully stimulate students' interest and initiative in learning. These shortcomings restrict the further development of geography study tour courses and also highlight the need to introduce new technologies for innovation [22]. Integrating AI technology into geography study tours provides a new idea for the innovation of this teaching model [23]. The advantages of AI technology lie in its powerful data processing capabilities and personalized learning support [14]. In geography study tours, AI can empower teaching through data visualization and dynamic analysis, personalized learning support, and real-time feedback and evaluation [14]. Through the above methods, AI-enabled geography study tours can help students analyze geographical phenomena and the relationship between people and land from multiple perspectives, and can help improve their comprehensive thinking and innovation capabilities [24]. In addition, the introduction of AI has greatly reduced the burden on teachers in the process of course design and implementation, allowing them to focus more on achieving teaching goals [25]. We integrated AI technology into a high school geography research course and used the generative AI (ERNIE Bot) developed by Baidu in China to explore how to use AI to empower traditional teaching models. The Yellow Sea (Bohai) Sea migratory bird habitat in China is an important node on the East Asia-Australasian migratory bird flyway with extremely high ecological value. However, the region has long faced ecological challenges such as wetland degradation and biodiversity decline. In this context, the goal of geography research travel is not only to help students understand the urgency of wetland protection, but also to enable students to participate in data analysis and ecological decision-making in real time through the support of AI technology. We aim to explore the specific application of AI technology in course design, implementation and evaluation by building an AI-driven geography research travel model. The following content of this article will be developed around the following: Section 2 introduces the research area and design concepts, explains the significance and challenges of the Yellow Sea (Bohai Sea) migratory bird habitat, and the principles of AI-based course design, such as using ERNIE Bot to integrate the \"human-land coordination concept\" under the principle of problem-oriented, to provide a framework for teaching. Section 3 talks about AI-assisted course design, including course goals such as using AI to improve students' various abilities, course content from the three dimensions of \"human-land coordination concept\", combining a variety of activity tools to optimize learning paths, and help students explore and innovate.