Geography Education Research Articles

Teaching action competence in education for sustainable development – a qualitative study on teachers’ ideas, opinions, attitudes and self-conceptions

Education for sustainable development (ESD) is a policy guideline which has a significant impact on the teaching of geography in Germany. A central element of this model is to impart and develop in students a goal-oriented action competence to solve sustainability problems. However, action competence in ESD has not yet been scientifically defined or sufficiently researched. This raises the question of how teachers currently teach action competence to students as a central element of ESD. This article examines teachers’ understanding of ESD, action competence and their own role in this context. To this end, a literature-based model of geographical action competence in ESD is presented. Subsequently, a qualitative triangulated teacher study is presented, which is analysed with the help of the model. It is shown that teachers generally have a high level of knowledge about ESD and are highly motivated to teach action competence. However, it becomes clear that the teachers seem to differ in their understanding of sustainable action competence as well as in their understanding of their own role.

Становление национальных приоритетов российского школьного географического образования в XX веке

The article is devoted to the description of the stages of formation of the domestic school geographical education in the XX century, their connection with historical events, educational reforms, the development of geographical science, the activities of the scientific and pedagogical community. The features of the formation of strategic national priorities in geography teaching at three historical stages are revealed: the beginning of the 20th century (1900–1917), the Soviet era (1918–1991), the end of the 20th century (1992–1999).

Teaching the processes of mountain formation in physical geography using multimedia technologies (Kazakhstan)

Relevance. Physical geographical education plays an important role in the system of geographical education. Without mastering physical and geographical knowledge, it is impossible to form knowledge about the process of mountain formation. Teachers can clearly present the dynamic development of the process of mountain formation using multimedia technology in class rooms. However, electronic textbooks, which present an effective method of teaching through multimedia technologies, are not enough. Today, the importance of multimedia applications has increased with the mass distance learning of schoolchildren during the pandemic. Purpose. The study aims at developing an effective methodological basis for teaching the mountain-forming process in school geography. Methodology. Despite the works of scientists who have theoretically studied multimedia technologies, the methodology is not sufficiently studied for introducing new technologies into the learning process. This, in turn, requires a thorough study of the pedagogical aspects of multimedia technologies in geography. Results. This paper analyses the features of teaching geography in Kazakhstan focusing on the analysis of the important role of physical geography in the system of geographical education. This article considers the problem of teaching mountain-forming processes in physical geography. A broad theoretical analysis of folded, wrinkled, folded-axillary mountains was carried out with the classification of mountains by formation, age and height. These data were taken as the theoretical basis of the methodology of teaching the process of mountain formation. Conclusions. The article defines how multimedia technologies can be used in teaching geography in schools of Kazakhstan. The authors proposed a methodology for teaching the process of mountain formation using a multimedia textbook.

Newly Qualified Teachers and their Preparedness as Geography Teachers in Zambia

The study aimed to explore the geography teachers' engagement with the geography content during their undergraduate teacher preparation at the University of Zambia and upon employment in secondary schools. The researcher utilised a case study design to collect data from nine geography teachers trained at the University of Zambia and later employed to teach in the Secondary schools of Zambia. A semi-structured interview guide was employed to collect data from nine geography teachers. Furthermore, the data collected was transcribed, coded and analysed thematically. The study established that most of the geography teachers enjoyed learning either physical geography or human geography. Furthermore, most geography teachers evaluated their teaching to have been slightly better in human than physical geography. Most participants felt adequately prepared to take up geography teaching in schools because they acquired more knowledge than required for secondary teaching. However, a few students who took the subject as their minor needed more human geography content courses.

Empowering Learners in Inland Water: The Development of Digital Textbooks Embedded with HOTs and Google is Informative

Digital textbooks have become indispensable tools in contemporary pedagogical paradigms, offering nuanced instructional material to learners. As we navigate the 21st century, students are mandated to demonstrate advanced competencies; however, a concerning 65% of students from National High Schools grapple with High Order Thinking Skills (HOTS) questions. In response to this discernible gap, this study introduces a digital textbook dedicated to inland water content, constructed around HOTS and synergistically integrated with Google services. The research and development process adopted the rigorous ADDIE model framework. Expert evaluations yielded encouraging results: material validation stood at 90%, linguistic validation at 90%, and media expert validation at 99%. Pilot trials at Malang National High School and MAN 7 Jombang recorded student approval ratings of 91%, while educator feedback was 85%. HOTS testing results ranged from medium to exceptionally high, with average scores of 84.5 at Malang National High School and 85.2 at MAN 7 Jombang. Cumulatively, the data underscores the suitability and potential efficacy of the proposed digital textbook in enhancing geographical education.

Geographies of supplementary education: Private tuition, classed and racialised parenting cultures, and the neoliberal educational playing field

AbstractThis paper makes two contributions to knowledge. First, it broadens geographies of education's focal reach by concentrating attention on the consumption of supplementary education. Supplementary education markets are booming as parents seek to ensure their children have the qualifications required to succeed in knowledge economies. The paper elucidates how consumption of such commercially provided tuition—which is delivered outside of school boundaries but designed to improve performance in school—is shaped by place‐specific, classed and racialised parenting cultures. This shines an important light on shadow education market mechanics that have hitherto been hidden from geographical view, and foregrounds the significant role parenting cultures play in shaping children's educational experiences. Future research in geographies of education must attend to these parenting cultures, as interactions between the home and diverse formal, informal, alternative and supplementary education settings play an increasingly crucial role in confronting and reproducing educational inequality. Second, the paper advances the conceptual contribution of geographies of education to interdisciplinary debates about parents and education. It demonstrates that multi‐scalar geographical research makes a unique contribution to interdisciplinary theorisations of home–school links, including those utilising Bourdieu's notion of cultural reproduction, and Lareau's model of concerted cultivation. Specifically, multi‐scalar analysis demonstrates that: (i) place‐sensitive research is vital as it contextualises parenting cultures, reattaching analyses of parental habitus and capital to the field, highlighting how intersecting global, national and local processes shape parents' educational practices; (ii) previously overlooked racial differences in concerted cultivation must be analysed without being naturalised, by exploring how racialised dispositions towards education are shaped in/across place, and reproduced through global/local racialised social capital; and (iii) inter‐class differences that have dominated parenting debates remain important, but attention to inter‐class similarity and intra‐class variation, as it emerges through intersections with race and in place, is equally vital.

Priorities for Pan-American Geography Education: Needs and Trends

Geography education research in Latin America is uneven in terms of its thematic focus and country-level contributions. Research demonstrates the necessity for a region-wide prioritization of geography education themes that builds on existing scholarship and adapts to emerging needs and trends. The Pan-American Institute for Geography and History, a scholarly society, established a research team with a four-year charge of advancing geography education in the region. Titled “Geographic Literacy for the Countries of the Americas”, the initiative develops research agendas that encompass the diversity of definitions and criteria, scholarly activities, and curricular resources across countries. The purpose of this study is to follow the process of identifying geography education research priorities involving scholars representing most countries in the region; describe the priorities and activities identified by project team members; and discuss emerging long-term research agendas. The study uses a descriptive research design to describe the process in general and to specify the outcomes. Results show the prioritization of the four areas as follows: teaching geography online, teaching geography face-to-face, methodological foundations of geographic education, and connecting geography and education stakeholders. Activities and research agendas within these categories include both traditional, longstanding themes and emerging themes related to recent global crises and technological innovations.

Water Inquiry in Geography Education: A Comparative Analysis of Analytical Thinking Enhancement in Hydrosphere Dynamics among Indonesian High School Students

Analytical thinking skills, characterised by complex reasoning and the creation of meaningful learning processes, are crucial for students to master in the evolving educational landscape. Despite the widespread application of inquiry-based learning methods, there needs to be more research exploring the specific effectiveness of the Water Inquiry Learning Model within the context of geography education, particularly in the domain of hydrosphere dynamics. This study aimed to ascertain the influence of the Water Inquiry Learning Model on the analytical thinking abilities of 10th-grade students at SMA Negeri 2 Batu, Malang, Indonesia. Utilising a proper experimental design with a pretest-posttest control group setup, two classes were observed: X-7 (experimental) and X-8 (control). Findings revealed a superior gain score of 72% for class X-7 compared to 45% for class X-8, signifying a significant enhancement in the experimental group's analytical thinking capabilities. These results underscore the powerful impact of the Water Inquiry Learning Model on students' analytical thinking skills. Nonetheless, a deeper understanding and adaptation of the model by students are imperative. Future implementations should provide detailed instructions regarding using biomonitoring cards, a component that may further amplify learning outcomes.

Revolutionizing Geography Education: Developing Mobile Learning Multimedia via the Nearpod Platform

Advancements in technology have significantly enriched the learning experience by addressing challenges associated with limited educational facilities. Multimedia in mobile learning has emerged as a pivotal technological adaptation, serving as an effective medium for content delivery. This research employs the initial stages of the ADDIE model, specifically the 'ADD' phases, to guide the development of the multimedia. These stages encompass a comprehensive needs analysis, intricate product design, subsequent development, rigorous validation, and a thorough feasibility evaluation. The culmination of this study presents a multimedia learning tool tailored for mobile learning on the Nearpod platform. This tool, seamlessly compatible with Android and iOS operating systems, incorporates visual aids such as images and videos, pertinent examples, interactive quizzes, and more. Upon evaluation, the multimedia received a media validation score of 96.66%, material validation of 98.33%, linguistic validation of 84.37%, and an overall student response rate of 86%.

From Terrain to Classroom: Harnessing Ecotourism Situ Gede for Enhanced Geographic Learning

In the realm of regional development, tourism emerges as a vital catalyst, promoting economic growth and employment. This study scrutinizes Tasikmalaya City in West Java, spotlighting Situ Gede, a natural area poised for ecotourism. Managed by the regional culture and tourism office, Situ Gede harmonizes cultural and natural tourism, featuring traditions, pilgrimage, and events. The research aims to dissect ecotourism development in Situ Gede, aligning the analysis with geographic education paradigms. It identifies a confluence of cultural and natural tourism, emphasizing the need for collaborative infrastructure enhancement between government and community. Utilizing a qualitative, descriptive approach, the study gleans data from interviews, field observations, and literature. It engages with visitors, vendors, and managers, revealing Situ Gede's ecotourism potential and advocating for integrated development efforts. This inquiry not only enriches geographical understanding of regional tourism but also guides sustainable ecotourism practices, offering insights for policymakers and educators.

Contextual E-Comics in Geography: A Modern Pedagogical Tool for Volcanic Hazard Mitigation Awareness

Technological advancements have profoundly reshaped educational paradigms, leading to an expansive array of instructional media. Nevertheless, empirical observations reveal educators' hesitancy in assimilating these technologies, notably within geography instruction. Predominantly, geography pedagogy has gravitated towards memorization-based approaches, thereby constricting students' capacity to correlate academic content with their empirical experiences—a consequence of an entrenched reliance on conventional textbooks. Addressing this instructional void, our research endeavoured to devise an E-Comic media, underpinned by a contextual approach, to elucidate strategies for mitigating volcanic eruptions. The empirical setting for this study was situated at SMA PGRI 1 Lumajang. The research harnessed the Research and Development (R&D) methodology, employing the comprehensive ADDIE model. This model delineates five distinct phases: 1) Curricular, student demographic, and educator need analysis; 2) Storyboard conceptualisation for the impending product; 3) Product realisation in conformity with the established design; 4) Implementation, encompassing a rigorous vetting process by domain-specific expert validators and the intended research demographic. Evaluation metrics showcased robust approval ratings: 87% from media specialists, 97% from subject-matter experts, 95% from educator respondents, and 87% endorsement from student participants. In light of these affirmations, as conceptualised and developed in this study, the E-Comic medium is posited as an academically sound and pedagogically effective tool.

Critical Review of Geographic Illiteracy in the United States: A Multifaceted Analysis

This paper explores the concept of geographic illiteracy in general, and specifically in the United States over the last several decades. The researcher sets out by placing geographic literacy concerns and challenges within the context of the broader literacy challenges raised in the United States in the last quarter of the previous century via the 1983 published landmark education report, A Nation At Risk. Geography illiteracy, also called ‘geo-illiteracy’ is demonstrated from reports and statistics comparing geographic achievements internationally among nations in certain cohorts, and the state of geographic education nationally, is examined. The importance of geography education-literacy is highlighted, and the researcher explores several authoritative sources including organizations, scholars, and writers on the subject, and then from an analysis of the extant literature, devises “Five Theses” as to the causes of geographic illiteracy (culture value thesis, curricular thesis, corporate-economic value thesis, and perceptions of geography thesis). The consequences of geographic illiteracy are then examined under “Five Themes” referred to as ‘challenges’ (environmental-sustainability challenge, economic challenge, national competitiveness challenge, threat to national security challenge, and well-being and happiness challenge). Finally, the researcher presents several recommendations for improving geographic literacy across the United States, noting that a public policy effort by the federal and state governments must ultimately be the most viable solution to improving the geographic knowledge and skills of American citizens.

Bridging Technology and Geography: Contextual E-Comics for Enhanced Learning in Indonesian Natural Resource Management

This study explores the development of innovative digital learning media in geography education during the COVID-19 pandemic. It uses contextual e-comics to help people learn more about Indonesian natural resource management. These were made through a research and development process that used the ADDIE model, which stands for Analysis, Design, Development, Implementation, and Evaluation. The final product is a contextual E-Comic in PDF format designed to enhance learning in geography. Feasibility and effectiveness were vital evaluation metrics. Validation by media, subject matter experts, and linguists yielded approval ratings of 96%, 71%, and 92%, respectively. Student trials showed an 89% acceptance rate, and teacher feedback indicated a 92% approval rating. An important finding was that the E-Comic worked, as demonstrated by a paired sample t-test with a significant t-value of 0.000. This indicates that it could be a valuable educational tool during the pandemic. This study addresses the challenges of geography education during a global health crisis and showcases the potential of digital media to enhance learning experiences.

Digital-based Learning in Social Science Cluster Subjects in High School with Curriculum Merdeka

This study aims to evaluate digital-based learning in Social Sciences cluster subjects (sociology, geography, economics, history and civic education) in Senior High Schools with an independent curriculum. The research method used is descriptive with a quantitative approach. This descriptive research is used with the aim of knowing the value of independent variables without making comparisons or correlating with other variables. Data were collected through questionnaires developed based on key indicators of digital learning variables. The respondents of the study were teachers who taught social subjects and students who were taught. The results of the study found: The type of ICT used was 66.1%; the utilization rate of technology in learning is 82.6%; the level of student proficiency in the use of ICT technology is 73.4%; the level of teacher commitment to use ICT technology in learning is 76.1%; digital learning success rate is 77.0%. The teacher satisfaction rate was 74.9% and the student satisfaction rate was 88.8%. From this indicator data, it can be concluded that digital-based learning in social science cluster subjects in Senior High Schools in Makassar City is 77.0% or is in the very high category.
 Keywords: digital learning, social sciences

Exploration and Utilization of Curriculum Ideological and Political Education in Human Geography Teaching

Curriculum ideological and political education is an effective way to cultivate talents for socialist construction in the new era. Human geography urgently needs the integration of curriculum ideology and politics. Under the background of new requirements in the new era, the ideological and political construction of curriculum is explored. By excavating the ideological and political elements of human geography curriculum, starting from the concept of national conditions, life values, sustainable development concept, and human-land coordination concept, this paper explores the corresponding integration points of ideological and political elements in each chapter, and integrates the ideological and political contents such as world outlook, political outlook, moral outlook, outlook on life, and rule of law into the human geography classroom, so as to cultivate students' cognitive ability and practical ability, improve their social responsibility and ability to identify right and wrong, and realize the educational effect of “moistening things silently”.

A Balancing Act: South African Geography teachers’ Implementation of Teacher-Centered and Learner-Centered Instructional Strategies in Their Classrooms

Learner-centered instruction fosters 21st-century skills and must be implemented in geography classrooms. In this South African case study, most teachers predominantly implemented teacher-centered instruction. The analysis of the results established a moderate but highly significant relationship between geography teachers’ years of teaching and their implementation of teacher-centered instruction and a weak significant relation in the implementation of individual instructional strategies. Teachers with more years of teaching implemented more teacher-centered and individual learner-centered instructional strategies than early-career teachers. Teachers stated that learners and parents expected them to teach and that large classes hindered the implementation of learner-centered instruction.

Race, racism and the geography curriculum

ABSTRACT How geography teachers can respond to racism has become an important theme in geography in recent years. This short article provides important context and background.

Climate Smart: geography, place and climate change adaptation education

ABSTRACT Geographical education provides a unique space for supporting climate literacy and action. In this article we present a novel place-based online educational resource platform – Climate Smart – which seeks to expand the capacity of young people to engage in one dimension of climate action: adaptation planning. The Climate Smart platform comprises a set of six online student workshops containing videos and quizzes and ends with a serious game: iAdapt. We outline the drivers and process behind the development of the platform, outlining the results of prototype testing and setting out how the platform is evolving. Positive results have been revealed through evaluative analysis and novel extensions of the platform are ongoing, although challenges remain regarding the longer-term sustainability of the platform.

How does eco-anxiety among geography teachers affect their performance? Evidence from the Banja Luka region (B&H)

Geographical education plays a crucial role in shaping individuals' understanding of the importance of addressing climate change and environmental issues. Nonetheless, the impact of ecological anxiety (eco-anxiety) on geography teachers, and its effect on their performance, remains insufficiently explored. This study examines the nature of eco-anxiety among geography teachers in the Banja Luka region of the Republic of Srpska, Bosnia and Herzegovina (B&H). The research utilizes the HEAS-13 scale, which has been adapted into Serbian for the first time. This scale encompasses affective, rumination, behavioral impairment, and personal impact as the fundamental dimensions of ecological anxiety, comprising a total of 13 questions. The collected data were analyzed using the JASP software. Given the relatively small sample size (N = 40) and the observed non-normal distribution of data (Z-test), as well as their ordinal nature (Likert scale), correlations were determined using Spearman's rho factor. The primary hypothesis of the study suggests that geography teachers will exhibit a higher degree of rumination compared to other measured dimensions. The findings confirm the hypothesis, as rumination is the most prominent symptom of eco-anxiety (M = 0.925). The eco-anxiety of teachers in the Banja Luka appears to align with established trends based on gender, age, and type of school. The most notable correlation is observed between the dimensions of rumination and concern for personal impact on climate change (rho = 0.635). The expression of negative symptoms of rumination implies that teachers employ maladaptive coping strategies when addressing the adverse effects of climate change.

ГОТОВНОСТЬ УЧИТЕЛЕЙ ГЕОГРАФИИ К ПРИМЕНЕНИЮ STEAM-ТЕХНОЛОГИИ

This article outlines the methodology and findings of a study on the implementation of STEAM technology. The study aims to assess the preparedness of geography teachers in the Zhetysu region of the Republic of Kazakhstan, working in secondary educational institutions, to integrate STEAM technology into geography teaching. The research methodology involves analyzing both domestic and international literature on the relevance and evolution of STEAM educational methodologies. Surveys were conducted, and responses were analyzed from geography teachers across 37 general education institutions in the Zhetysu region of the Republic of Kazakhstan. The study revealed that a majority of surveyed teachers prefer traditional teaching methods. Additionally, it highlighted a lack of proficiency among many teachers in utilizing STEAM technologies. As a result, there is a recognized need for the modernization and enhancement of the educational process, with a focus on interdisciplinary integration and skill development, which, alongside with appropriate training and retraining opportunities for geography teachers are crucial to improving the overall quality of education. These findings can serve as a basis for developing recommendations aimed at enhancing the effectiveness of geography education.