Abstract
Geographical thinking is often regarded as one of the most crucial outcomes of geography education. Nevertheless, with the growing variety of definitions and conceptualizations surrounding geographical thinking, the entire concept is becoming increasingly intricate and abstract, gradually acquiring a degree of internal shallowness. To address this complexity and enhance the clarity regarding these diverse definitions and conceptualizations, a systematic review was conducted. Following the PRISMA guidelines, a final selection of 50 records including empirical articles, books and book chapters, were analyzed. The main findings reveal insights on temporal development, spatial distribution, and possible classifications of geographical-thinking definitions and conceptualizations. The article concludes with a discussion of possible implications for educational practice and related recommendations for future research.
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