This research aims to investigate the development of geographic thinking skills in students from rural contexts through a didactic strategy called "Geographical Thinking Development Strategy - GEODATEANDO." The study sought to understand the evolution of these skills in a group of 10 students who share the same grade and social context but have differences in their exposure to dynamics and technological resources. The research was approached using a mixed-methods approach, combining quantitative and qualitative methods to obtain a comprehensive view of the study phenomenon. Firstly, a quantitative instrument called STAT was applied, consisting of 20 multiple-choice questions, to measure the level of geographic thinking of students before (pretest) and after (posttest) the didactic strategy GTDS-GEODATEANDO aimed at enhancing these skills. Quantitative results identified significant variability in individual progress among students. The observed variance and deviation in pretest and posttest scores indicated non-uniform advancement in geographic thinking within the study group. Moreover, a relationship was observed between prior use of technologies and better performance in geographic skills, emphasizing the importance of access to technological resources in the learning process. Concurrently, a qualitative analysis was conducted using teacher's field diaries, recording observations, reflections, and perceptions regarding the development of geographic skills in the classroom. These records enriched the understanding of quantitative results, allowing identification of contextual and social aspects influencing the development of geographic thinking. Among the main general conclusions, it is highlighted that geographic thinking is a strategic knowledge that can be enhanced in rural contexts. However, the importance of minimum conditions to achieve this objective, such as access to technologies and guidance from a more knowledgeable "other" to guide the learning process, was evident. Furthermore, the relevance of the representation skill in the integral development of geographic thinking was emphasized. Additionally, it was observed that deficient communicative skills could negatively affect performance in certain areas of geographic thinking, suggesting the need to strengthen these skills to enhance learning. On the other hand, the study found that the development of spatial skills in rural students could foster a greater awareness of their environment, contributing to personal and sustainable development within their communities. Overall, the research highlighted the relevance of geographic thinking in the educational context and its potential as a tool for the comprehensive development of students and the growth of rural communities. Recommendations were proposed to improve the teaching of these skills, emphasizing the customization of strategies and collaboration among different educational and community stakeholders. The research has yielded significant results but also raised questions that pave the way for future studies in the field of geographic thinking in rural contexts. Ultimately, it is hoped that this work will contribute to enriching knowledge on the subject and promoting inclusive and transformative geographic education.