Attitudes among geography teachers in Bosnia and Herzegovina toward geospatial technology use: Gender, age and regional differences

Boris Avdić,Nusret Drešković,Ranko Mirić

doi:10.5937/gp24-24223

Abstract

The use of geospatial technology at lower levels of education has become a global tendency. However, Bosnia and Herzegovina is a country that is virtually uncharted in this regard, and the present paper has the main purpose to change that fact. Results of a survey conducted among geography teachers place this country within the entry category. Different attitudes among various groups of teachers (based on gender, age and regional distribution) have also been tested. Although the general hypotheses could not be confirmed, certain specific differences have been found, such as in the use of virtual globes, theoretical knowledge of GIS and willingness to attend educational training courses.

Highlights

In the 21st century, school geography should be understood in its wider context as part of an overall education that must have a contemporary character and be able to respond to the challenges of the present and the future alike
The descriptive analysis in this study provides a general overview of the current status concerning the modernization of geography teaching in Bosnia and Herzegovina, including the predispositions for implementation of Geographic Information System (GIS)-based concept at the primary and secondary level of education
Since this is the very first study of its kind conducted in Bosnia and Herzegovina, it is one of the pioneer studies in the field of geospatial technologies use in education in the Southeast Europe

Summary

Introduction

In the 21st century, school geography should be understood in its wider context as part of an overall education that must have a contemporary character and be able to respond to the challenges of the present and the future alike. Technological progress has resulted in a revolutionary change in education. This applies in particular to the computerization and digitalization of teaching and learning processes (Donert, 2014; Karolčík et al, 2016). The focus on the need to replace those strictly traditional approaches taken to the education process where the student occupies a mere passive position, with a move toward active and critical geography (Macía Arce et al, 2017), has encouraged the introduction of a Geographic Information System (GIS) and other types of geospatial technologies in the education system (Çepni, 2013; Metoyer & Bednarz, 2017). Besides GIS, geospatial and geoinformation technologies require the use of dynamic and interactive maps, virtual globes, remote sensing, GPS, and other devices for augmented reality (Baker et al, 2015; Kerr, 2016; Stojšić et al, 2019)

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