This paper investigates the causes of students' preference and disinclination for high school geography. The paper draws on data from 135 students from years 11, 12, and 13 (aged 16-18 years) from seven secondary schools in the Ba district, Western division, Fiji Islands. We used the posterior inductive reduction model to analyze and identify the…

This paper has its origins in the EU Comenius funded GeoCapabilities project. From its outset, the project developed and researched the notion of powerful disciplinary knowledge (PDK) as an underlying principle of curriculum making in the context of secondary school geography teaching. The work, led from the UCL Institute of Education and…

Poor geographic knowledge among students and citizens, in general, has been one of the main research concerns in the area of geography education. This study is part of a project aimed at determining compulsory secondary education students' level of geographic knowledge and providing tools to improve learning. Following quantitative research…

The Spatial-Based Learning (SBL) model, developed in 2018, has evolved through the application of various spatial techniques. Its 21st-century emergence prompts an analysis of its impact on critical thinking. This study aims to examine SBL's impact using Quantum Geographic Information System (SBL-QGIS) on undergraduates' critical thinking.…

Drawing on conceptualisations of teacher agency through the ecological approach, and in the context of recent policy activity, we explored primary and secondary school teachers' experiences of agency in relation to climate change education in England. Data collection occurred over two distinct but related phases. Firstly, we completed a series of…

Gerrymandering, or more broadly legislative redistricting, is almost unique as a focus of geographic inquiry in that a typical young adult will (a) know what it is, (b) recognize it as geography, and (c) think it is important. These qualities make redistricting an excellent choice for drawing students into the discipline of geography while…

Despite global interest in inquiry as a teaching and learning approach for school geography, little is known about teachers' knowledge and beliefs for teaching geography through inquiry. This paper reports on findings from a survey of 44 Victorian secondary teachers' knowledge, beliefs and practice of teaching geography through inquiry. Our…

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…

This study aims to articulate how the language of the geography curriculum privileges modernist discourses of global citizenship at the expense of others. Drawing on the work of two critical scholars, empirical data from South Korea reveals how geography education professionals (GEPs) engaged closely with the (re)production of geographical…

In this article, we engage with undergraduate geography students' reflections on their geography education. We begin by examining the position of geography within education across the British Isles. Following this, we critically consider how geography education is shaped by "the gap" between school and university geography and…

Based on international trends, Omani education policy increasingly charges schools with fostering active citizens who have good attributes to achieve a good future. In this article, I considered the relationship between global citizenship and geography education in Oman. In particular, the study focused on how those teachers perceive global…

Research indicates that social studies classrooms, as they currently exist, are a site of suffering for Black students. This is largely because social studies curricula limit Black experiences to oppression and liberation. In this article, we propose implementing and centering Black joy in social studies classrooms to help social studies education…

A key responsibility of academic scholarship is to further develop the field under investigation and to critically evaluate how it is responding to challenges from both inside and outside of the field of enquiry. This article offers an overview of whether the scholarship published in geography education (GE) from the perspective of the Commission…

This article focuses on the promotion of argumentation skills in Vietnamese geography teaching, which are not only relevant for understanding subject contexts but also for evaluation and critical reflection processes. An earlier study in this context showed that limited argumentation tasks are incorporated into the central medium of instruction,…

Big ideas, sometimes referred to as key, core, fundamental or threshold concepts, are widely applicable concepts at the heart of disciplines that are or have been central and influential for their fields. Attention here is particularly directed to meta-concepts common to sister disciplines in the sciences. "Learning thresholds",…