Integrating Geospatial Technologies in Geography Education: A Conceptual Framework for Future-Oriented Learning
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Geospatial technologies have become increasingly prominent in geography education; however, their integration often remains fragmented and tool-oriented. This conceptual paper aims to synthesize recent literature to reconceptualize the role of geospatial technologies in future-oriented geography education. Using a conceptual analysis approach, the study critically examines peer-reviewed research published within the last five years to identify key theoretical patterns related to spatial thinking, learner-centered pedagogy, and digital competence. The analysis reveals that geospatial technologies function most effectively as epistemic mediators when embedded within inquiry-based and problem-oriented learning environments. Rather than serving as supplementary instructional tools, these technologies support higher-order spatial reasoning, disciplinary understanding, and engagement with real-world socio-environmental issues. The paper proposes an integrated conceptual perspective that connects technology, pedagogy, and geographical knowledge, addressing gaps in existing geography education theory. The findings contribute to ongoing discussions on the future of geography education and provide theoretical guidance for curriculum design, teacher education, and future empirical research.
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