Geography Education Research Articles

ФОРМУВАННЯ КЛЮЧОВОЇ КОМПЕТЕНТНОСТІ «ПІДПРИЄМЛИВІСТЬ ТА ФІНАНСОВА ГРАМОТНІСТЬ» В ОСВІТНЬОМУ ПРОЦЕСІ З ГЕОГРАФІЇ

The article is devoted to the problem of forming the key competence “entrepreneurship and financial literacy” by means of the school geography course in basic school. The authors analyze the sequence of implementation of this key competence in the educational process and the transformation of the category wording in domestic legislative and regulatory documents. The importance of the theoretical discourse on the content of the concept of “entrepreneurial competence” and the consideration of studies of the phenomenon in the social, psychological, pedagogical and content aspects is emphasized. The authors substantiate that in order to form entrepreneurial competence and financial literacy, it is important to clarify the peculiarities of the structure of this competence and determine the characteristics of the structural components. Based on the achievements of domestic and foreign scholars, the author's vision of the structure of entrepreneurship and financial literacy competence is proposed; the motivational, personal, cognitive and activity components are distinguished. In view of the problem under study, the characteristics of each structural component in the context of the content of the school geography course are proposed. The article analyzes the potential of the content of geography curricula/model programs in basic school as a theoretical basis for the formation of the key competence “entrepreneurship and financial literacy”. Particular attention is paid to the courses of economic and social geography in the 9th grade. Emphasis is placed on the importance of ensuring the integration of geography and economics content in the educational process to promote understanding of economic processes, forming students' readiness for entrepreneurship, developing critical thinking, responsibility and initiative. The authors draw attention to the changes in the methodology of competency-based teaching of geography and the importance of introducing methods that will help motivate students to succeed, willingness to act at risk, the ability to solve actual problems using practical tasks and situations, the ability to build interpersonal relationships, and responsibility for the implementation of a common cause.

Evolving into curriculum makers: the pivotal role of geography teachers as “boundary teachers”

This study explores how collaborative action research (CAR) can enhance high school geography teachers’ curriculum making capabilities and strengthen their status as “boundary workers.” The research team consisted of a graduate student pre-service geography teacher, a university theoretical mentor, and a high school practical mentor. The study lasted four months and employed a mixed-methods approach, utilizing four rounds of CAR to continuously reflect on and evaluate the effectiveness of boundary work-based high school geography curriculum making and its impact on enhancing pre-service teachers’ curriculum competency. Each CAR round focused on different aspects of curriculum making, such as designing problem situations, strengthening teacher-student interactions, creating localized curricula, and using interdisciplinary themes. The four CAR rounds collectively formed a “boundary work-based geography curriculum making model.” The research findings indicate that through sustained practice of this model, geography teachers, especially those pursuing graduate degrees, can effectively improve their curriculum leadership and become competent “boundary teachers.”

Geography teacher educators’ perspectives on education for sustainability: identity and agency in a period of rapid education policy change in England

Initial Teacher Education in England is in a period of rapid policy change. This is happening at a time when discourse about humans’ relationships with nature is changing, and there is increased recognition of the impacts that people have had on the Earth. Through a questionnaire and focus groups, we engaged with geography teacher educators’ experiences of, and perspectives on, Education for Sustainability (EfS). Using Priestley, Biesta, and Robinson, using the key dimensions of teacher agency model to analyse focus group data, we found that EfS was not consistently engaged with in geography teacher education, and where it was, it varied in the amount of time given to it, and the nature of the ideas, debates and knowledges engaged with through it. Whilst national education policy in England is constraining in some areas, its failure to truly engage with EfS has led geography teacher educators—in their own words—to “navigate” and “subvert” state-imposed policy. The article concludes by arguing for dialogue between geography teacher educators and policy makers to inform teacher education about EfS that supports the agency of young people, teachers and teacher educators in making informed decisions about education practices, as well as their lives and futures.

From Passive to Proactive: Transforming Geography Education through Problem-Based Learning to Foster Critical Thought

From Passive to Proactive: Transforming Geography Education through Problem-Based Learning to Foster Critical Thought

Integrating Geography Education and Sustainable Tourism: A SWOT-Based Approach at Galesong Beach, Indonesia

Integrating Geography Education and Sustainable Tourism: A SWOT-Based Approach at Galesong Beach, Indonesia

Research Imperatives In Geography Education

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Resilient education: The role of digital technology in supporting geographical education in Ukraine

AbstractThis commentary spotlights the continued impact of the Russian invasion on geography education in higher education in Ukraine. From discussions with Ukrainian geographers in institutions in contrasting regions of the country, we describe their resilience in adapting the delivery of the physical geography curriculum, especially in the essential area of fieldwork and the use of digital tools. This ‘lived experience’ perspective builds on the theoretical contributions to the discussion initiated by Klinke (2023) in this journal about the challenges posed for geographers. In the third year of the conflict, the challenges set out are considerable, long term, and we call for individuals, universities and funders to further facilitate teaching and learning collaborations despite the limited funds available for the exchange of teaching and learning support and innovation.

Integrating E-Comic Media in Geography Education: Enhancing Student Understanding of the Hydrosphere's Role in Life Systems

Integrating E-Comic Media in Geography Education: Enhancing Student Understanding of the Hydrosphere's Role in Life Systems

Comics as Engaging Tools for Teaching Geography

An educational comic is a graphic work that creates various characters focused on scientific elements as an approach to classroom learning. This study aimed to develop comics as a geography learning module for form four students on river formation and sustainability. This study employs two approaches: questionnaires for the quantitative method and document analysis for the qualitative method. The study analyzed two key documents: geography textbooks and the Curriculum Standard Documents and Assessment (DSKP). Distributing the questionnaire allowed the expert to validate and provide feedback on the applicability of comics. The analysis uses the content validity index (CVI) to evaluate content validity, while descriptive analysis (mean, standard deviation) was used to test the applicability of comics. The study showed that the five experts’ CVI analysis of module content, teaching design, and technical requirements is high. Findings showed that the comics’ level of applicability is high and can be used as teaching aids during the teaching and learning process in geography lessons. The implications of the study of comics produced enable geography teachers to diversify the construction of comics in other topics, according to DSKP Geography.

A METHODOLOGICAL APPROACH WITH VBL (VIDEO BASED LEARNING) ANALYZING THE REPRESENTATIONS OF THE ROCK FIGURES OF THE ALCOBAÇA VALLEY: BUÍQUE - PE

The Catimbau Valley, located in the municipality of Buíque- PE, which is located at the meeting point of the mesoregions of the Southern Agreste and the Sertão region of Pernambuco, has a predominant biome of the Caatinga, this biome being endemic to the Brazilian Northeast; with a favorable relief and of great interest in field experiences, carved into the Borborema Plateau, with the presence of Massifs and high hills in the landscape, with the variation of 650 to 1000 meters. With all the phytophysiognomy encompassing its natural attributes, which makes this entire environment even more interesting for studying the place, is given through the cave paintings found on the rocks there, with emphasis on the Archaeological Site of the Alcobaça Valley, with records on the bedrock, as well as records on fallen blocks, marked in different times and peoples. Historical marks left by the groups that passed through there are observed. Included in the imagery framework in the category Agreste Tradition (Martin 2000), which is categorized by the singularities of the images made, as well as the techniques for marking the relief. The rock art made by the primary peoples of the Catimbau region contributes to the teaching of Geography, thus allowing an understanding of the geographic space and its dimensions. During the didactic excursion, Geography students were able to analyze the changes in the way of life of the original population, as well as the main physical/natural transformations of the Catimbau Valley. Given the current scenario of basic education in geography teaching, the methods used contribute to traditional teaching, in the way in which teachers reproduce their knowledge and information, without any concern for the construction of knowledge of their respective students, thus the work in question proposes the breaking of the traditional paradigm. The objective of the research is to address how rock art can collaborate in the teaching of Geography and assist in the representation of geographic space for the understanding of spatial dynamics occurring in the territory, seeking to attribute photographs to the teaching of Geography, and to break with the traditional teaching method in basic education. The methodology used is based on “Video Based Learning”, through the recording of the trail of the Alcobaça Archaeological Site by students, to be used in the production of teaching material, being a video that tells the route of the trail, showing the wall with the respective rock art, and the realization of the didactic activity entitled "Geography written in the Reliefs", in which the students will draw the rock art that caught their attention the most and what meaning was attributed to the figure. As a result of the research, we will have the elaboration of the expository video (in editing), and the practical activity carried out in the classroom with the students, which brings different memories and meanings.It is concluded that addressing the use of representations of rock figures in the teaching of Geography helps students to analyze the territory in an innovative way. Therefore, it is clear that didactic excursions are valid and of such importance for future professionals to be able to develop didactic methods that can be applied inside and outside the classroom.

Research on the Cultivation of Education for National Identity in High School Geography

National identity is an important national conscience and plays a key spiritual role in maintaining national unity, stability and promoting the healthy and rapid development of the country. As an essential driver of education, the discipline must assume a major responsibility for national identity education. This study integrates national identity education into high school geography teaching, combines the latest geography teaching theory system with literature research method, text analysis method to analyze the components and specific content of national identity in high school geography teaching, and establishes a new teaching model. Simultaneously, the theme of “maritime rights and interests and ocean development strategy” was selected for teaching experiment, and the impact of the teaching mode proposed in this paper on the students’ learning efficiency in geography is investigated by questionnaire. The results of the teaching experiment show that the proposed teaching model can improve students’ awareness of national identity and serve as a reference for the teaching of national identity in subject subjects.

Content Analysis of Disaster Risk Reduction in Secondary School Geography Textbooks in China and the United States: Promoting Disaster Resilience through Geography Education

Geography education plays an important role in the promotion of disaster resilience; however, the relationship between geography education and disaster resilience has failed to attract systematic attention in China and the United States (US). This study compares the contents regarding disaster risk reduction in secondary school geography textbooks in China and the US to explore the contributions of geography education to promoting disaster resilience. These textbooks are analyzed using content analysis based on the Sendai Framework with four actions. This study finds that geography textbooks in China and the US include disaster risk reduction content; however, the contents are unevenly distributed, with “understanding disaster risk” and “enhancing disaster preparedness” accounting for a higher proportion, whereas “strengthening disaster risk governance” and “investing in disaster risk management to enhance resilience” account for a lower proportion. The results indicate that geography education plays an important role in enhancing disaster resilience and can strengthen students’ understanding and preparedness for disaster risks. Meanwhile, this study points out the shortcomings in current disaster risk reduction education and provides a reference for improving educational practice and policy formulation.

Examining trends in school segregation in compulsory and upper secondary education in Sweden: the showcase of an urban school market

ABSTRACT Educational success is central to the life chances of young people, but increasing differences in student achievement between schools are commonly attributed to increasing school segregation. The aim of the study was to examine the trends in socioeconomic, ethnic, and academic segregation in compulsory and upper secondary education in the Gothenburg school market between 1998 and 2020. Utilizing register data from the Gothenburg Longitudinal Database (n = 1 662 166), the study showed that school segregation intensified over time and across education levels, particularly in the Gothenburg municipality and upper secondary education. The geography of upper secondary education becomes more clustered after stricter upper secondary qualifications are implemented. These findings are discussed in relation to the Swedish school reforms that resulted in the materialization and expansion of the school market with a significant increase in school provisions, leading to the (re-)production of unjust geographies.

Controversial issues in social study subjects: conveying values and facilitating critical thinking

ABSTRACT This study explores the practical implications of the paradox of moral education, focusing on how Swedish social study teachers (civics, geography, history, and religious education) navigate conflicting responsibilities to convey values and facilitate critical thinking when addressing controversial issues in their classrooms. Through qualitative interviews and observations, teachers were found to often lead by example, maintaining neutrality and presenting diverse perspectives. This approach appears to foster students towards embracing liberal values, promoting independent decision-making and personal responsibility, but it may come at the cost of critically evaluating these very ideals, norms, and values. The absence of official guidelines in the Swedish school system underscores the significance of understanding how teachers balance these conflicting responsibilities in their pedagogical practices. The study sheds light on the practical strategies employed by teachers, contributing valuable insights to a discourse traditionally centred on theoretical solutions to the paradox of moral education.

Research on interdisciplinary project-based geography fieldwork in education for sustainable development

<p>The ability to solve real-world problems for a sustainable future has become a worldwide consensus, and interdisciplinary competencies and project-based learning (PBL) have become the focus of curriculum reform in China. This study investigates the effectiveness of interdisciplinary PBL fieldwork in geography education for sustainable development, focusing on the perceptions of students from a junior high school in Chongming, Shanghai, of the interdisciplinary effectiveness of PBL fieldwork. Over a one-month pilot program, the results suggest that the new fieldwork approach did not achieve the expected benefits. The significant gains of students can be grouped into four perspectives, namely, understanding of nature and classroom knowledge; problem-solving skills and environmental action; scientific spirit, environmental awareness, and interest in geography; and understanding of local needs and sustainable development issues, which increased their interest in learning. The students generally accepted the ability to collect information and data and the thinking ability of circular development. The influencing factors of activity effectiveness include the time and difficulty of the activity, cognitive and knowledge levels, learning habits of students, student participation, and teaching experience of teachers. The study offers valuable insights for improving fieldwork in other regions and for future research.<strong></strong></p>

MỘT SỐ BIỆN PHÁP HÌNH THÀNH NĂNG LỰC LỊCH SỬ VÀ ĐỊA LÍ CHO HỌC SINH LỚP 4

With the research methods of analysis, synthesis, and generalization of the problem, the article has proposed measures to develop History and Geography capacity for 4th-grade students. Proposals are: Using a variety of teaching methods, using methods appropriate to thinking levels, effectively using geography teaching aids, and using appropriate methods according to the content flow... Those measures will help 4th-grade students develop the most basic History and Geography skills and are the foundation for good development of History and Geography skills in the upper grades.

THE USE OF ARTIFICIAL INTELLIGENCE, VIRTUAL AND AUGMENTED REALITY IN TEACHING GEOGRAPHY IN SECONDARY SCHOOL

In today's innovative education, artificial intelligence (AI), virtual reality (VR) and augmented reality (AR) technologies are increasingly emerging as powerful tools to enhance the learning experience, especially in the teaching of geography in primary schools. This research explores how these technologies are being used to improve geography teaching and stimulate students' interest. AI brings personalised learning where content is adapted to individual learners' needs. Easier access to information, better visualisation of content, and help with analysis and interpretation make learning more accessible for students. At the same time, the ease of recreating content and the help in tracking individual learners' progress allows teachers to adapt learning strategies better and provide additional resources according to individual needs. VR and AR technologies help to create more interactive and realistic learning environments. Virtual reality allows learners to experience geographical phenomena more directly, while augmented reality complements the real world with digital information that can enrich the understanding of geographical concepts. These technologies focus on creating interactive content, virtual field trips, simulations of natural phenomena, and encouraging student participation and interest. The study also discusses challenges and solutions related to introducing AI in school geography, such as access to technology, teacher training and professional development, curriculum adaptation and ethical dilemmas. AI, VR and AR technology enable a new, at least in Slovenia, technologically sophisticated approach to teaching geography in primary schools. It encourages students to explore, interact and better understand complex geographic content. Keywords: geography education, artificial intelligence, virtual reality, augmented reality, interactive content

Beyond perception. Do pre-service geography teachers understand education for sustainable development?

Given the influence of teachers’ knowledge, perceptions, beliefs, and attitudes on their teaching and students’ learning, this study investigates the understanding regarding Education for Sustainable Development (ESD) among pre-service geography teachers in Vietnam. In-depth interviews were conducted with pre-service teachers from various teacher education institutions in Vietnam. The results show that, while the interviewees mentioned key dimensions of ESD including learning content, learning outcomes, and pedagogy, they primarily approached ESD from a normative and instrumental perspective. However, their understanding of ESD remains unclear, reflecting a lack of theory-based knowledge on the subject. The findings suggest a critical need for changes in teacher education to improve understanding of ESD in the Vietnamese context.

«Моя работа… прошла не даром»

The publication is a commentary and texts of three previously unknown letters written to each other by N.I. Vorobyev and R.K. Gareeva (Urazmanova), who would later become the leading specialist in Tatar rites and holidays. The conducted analysis of the document revealed the peculiarities of scholarly communication between these individuals, the emotions of an inexperienced but science-minded young school teacher who was involved in the research work, and the influence of Marxist-Leninist ideology on the understanding of the importance of the ethnography science in the Soviet times. Gareeva’s first letter was written on January 23, 1961. In the letter, she shared her concerns about not understanding the need for ethnography. Vorobyev wrote her a detailed response in February of the same year. Nikolai Iosifovich divided the letter into sections. In the first part, when discussing the age of science and technology, he points out the spiritual needs. In his opinion, culture and art are no less important for people than material needs. When reflecting on the importance of ethnographic science, the scholar emphasises the need for a comprehensive study of the ‘development’ of the culture of different peoples, when old skills can be useful for meeting the modern needs. In the last section, he argues that a new generation of researchers is necessary to ensure the continuity of academic knowledge. The geographical education received by R.K. Gareeva, as N.I. Vorobyev is convinced, will help her look at traditional culture much more broadly. The second letter of Rufa (Raufa) Karimovna is not as worrisome as the first one. She expressed gratitude to Vorobyev for the answer and, inspired, she reports on her research plans to collect ethnographic materials on the culture of the Tatars and on preparation for entering graduate school. The revealed epistolary documents made it possible to reveal the subtle aspects of the formation and development of ethnological science in the Volga region, the importance of the individual/teacher in the professional development of researchers of the traditional culture of the peoples of the region.

Potential of mobile virtual reality as a tool for supporting students’ motivation in school geography

The purpose of this study is to present the possibilities of implementing mobile virtual reality (VR) in school geography and to examine its benefits and risks. A total of 163 students from various elementary schools in Slovakia participated in this study. We used qualitative and quantitative data analysis from students’ feedback and observations of the VR activities. The Intrinsic Motivation Inventory questionnaire and researcher observation sheet were used as research tools. The study showed that the implementation of mobile VR is possible in the environment of Slovak schools and has positive effects on several areas of students’ internal motivation. The best results were achieved in the areas of interest/pleasure, understanding of the activity, and perception of the value and usefulness of the activity. We also found that the gender or age of the students in our research sample did not have a significant impact on students’ internal motivation when working with VR. Our work not only provides evidence to support the wider adoption of mobile VR in education but also clarifies several possibilities for its implementation in school geography. In conclusion, we identify the most significant benefits and risks of using mobile virtual reality in geography education. The results of testing mobile VR show the great usefulness of this technology, which serves as a motivational tool for 3D visualization of various locations and phenomena on Earth.