Opportunities and challenges of using geospatial technologies in teaching school geography in Kazakhstan
Shakhislam L. Yerlan I. Duman A. Ussenov N. Zhu K. Dávid L.D.
2025Routledge
International Research in Geographical and Environmental Education
2025#34Issue 4428 - 446 pp.
The rapid advancement of technology and widespread access to digital resources have transformed teaching practices and enhanced educators’ competencies. Geographic Information Systems (GIS) offer new avenues for understanding global events and conducting multidimensional analyses. This study aimed to evaluate teachers’ potential use of geospatial technologies by analyzing the objectives of geography curricula for grades 7–11 in Kazakhstan. Additionally, this study investigated barriers to GIS adoption among geography teachers and strategies for cultivating geospatial thinking skills. The research employed curriculum analysis and a teacher survey involving 208 respondents from across Kazakhstan. The results indicated moderate adoption of geospatial technologies, with mobile GIS applications being most prevalent. However, obstacles such as equipment costs, lack of experience, and time constraints hinder their utilization. This study underscores the importance of integrating geospatial technologies in geography education to foster students’ spatial thinking, creativity, and information literacy. Moreover, this study highlights the role of a GIS in enhancing educators’ and students’ proficiency in modern geoinformation systems and digital technologies. The findings offer practical insights for educators and serve as a valuable resource for enhancing geography instruction and promoting geospatial technology integration in the classroom.
Geospatial technologies , geospatial thinking skills , GIS , standard educational program , teaching school geography , word
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Faculty of Natural Sciences and Geography, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
Faculty of Resources and Environmental Science, Hubei University, Wuhan, China
Faculty of Economics and Business, John von Neumann University, Kecskemét, Hungary
Institute of Rural Development and Sustainable Economy, Hungarian University of Agriculture and Life Sciences, Godollo, Hungary
Faculty of Social Sciences, Savaria University Centre, Savaria Department of Business Economics, Eötvös Loránd University, Szombathely, Hungary
Faculty of Natural Sciences and Geography
Faculty of Resources and Environmental Science
Faculty of Economics and Business
Institute of Rural Development and Sustainable Economy
Faculty of Social Sciences
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