Bridging Pedagogy and Place: How Teachers Use Geospatial Technologies to Rethink Geography Learning
DOI:
https://doi.org/10.31949/ijeir.v4i2.14000Abstract
This research explores geospatial technology as a pedagogical tool in geography education. This research focuses on the types of geospatial technologies, instructional strategies, learning models, and pedagogical approaches applied. Methods: A Systematic Literature Review was used following Booth et al. (2016) and utilizing the PRISMA protocol. Eight peer-reviewed empirical studies published between 2020 and 2025 were selected using strict inclusion criteria. Results: ArcGIS Online, and QGIS tools were the most commonly used technologies. Teachers implemented inquiry-based strategies, such as structured and guided inquiry, supported by learning models including Project-Based Learning, Inquiry-Based Science Education, and Problem-Based Learning. Pedagogical approaches emphasized student centered, contextual, and transformative learning. Implications: The findings highlight the need for supportive curricula and teacher training. This study contributes to GI-Pedagogy and G-TPACK theory and recommends expanding future research to include non-English sources and broader datasets. Additional materials: This paper includes 19 references, 2 analytical tables, 1 figure, and no graphs, appendices, or test instruments.
Keywords:
Geospatial Technology, Geography Learning, Instructional Strategies, Learning Models, Pedagogical ApproachesDownloads
References
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