Czech education system’s conditions for the implementation of GIS in the curriculum in an international context

Abstract

The implementation of geospatial technologies in both primary and secondary education is more than desirable. However, many obstacles stand in the way. This paper reflects on the current state of geographic information systems (GIS) implementation in the educational curriculum in Czechia in comparison with an international context. The study aimed to analyse the anchoring of GIS in Czech curricula and identify the enablers and barriers to the use of GIS in education. It employed a questionnaire survey to capture a large number of responses (n = 94); following this, guided interviews were conducted with selected teachers (n = 9) to delve deeper into the selected topics. This research work shows that external barriers to the use of GIS in teaching are essentially non-existent; specifically, (the curriculum does not hinder GIS implementation, school management support is sufficient, and the material and technical facilities required are available in most schools). However, teachers’ non-/unpreparedness—their lack of motivation or experience in teaching with GIS—is a significant internal barrier.