The Journal of Geography Education in Africa
The Journal of Geography Education in Africa – JoGEA (eISSN 2788–9114) is an accredited, open-access, double-blinded peer-reviewed international journal. The scope of the journal is that it is concerned with the theory, practice and communication of new research in Geography, Environmental and Sustainable Development Education and related fields, with a specific geographical focus on Africa and the developing world. JoGEA is the journal of the Southern African Geography Teachers' Association (SAGTA – NPC: 2017/035104/08). The specific objectives of the journal are: To encourage the continued professional growth and support of educators and researchers in the fields of geography, environmental and sustainable development, and to support and encourage teaching and research scholarship in these fields at all levels. To build the importance of Geography as a globally relevant subject within schools, universities and other training institutions. To promote African scholarship. With reference to its scope, JoGEA promotes the professional development of the field of Geography, Environmental and Sustainability Education in Africa and welcomes Short Communication and Research Articles from academics, teachers, students and all others with an interest in Geography, Environmental and Sustainability Education. We are especially interested in promoting emerging scholars in our journal. One volume of the journal is published each year in open-access format. The latest volume, which fills up with fully published and citable articles throughout the year, is presented below. The Journal of Geography Education in Africa – JoGEA (eISSN 2788–9114) is an open-access, double-blinded, peer-reviewed journal focusing on Geography and Sustainability Education. This is an open-access journal, which means that all content is freely available without charge to the user or his/her/their institution. Users are allowed to read, download, copy, print, search, or link to the full text of the published articles or use them for any other lawful purpose without asking prior permission from the publisher or the author. This is in accordance with the BOAI definition of open access. For instructions for authors on how to submit to the journal, please see here. If you have any questions about the journal, its scope or policies, please contact one of the journal’s editors. They are: Assoc. Prof. Mary Evans, University of the Witwatersrand, Johannesburg, South Africa, mary.evans@wits.ac.za Prof. Jasper Knight, University of the Witwatersrand, Johannesburg, South Africa, jasper.knight@wits.ac.za The DHET accredits JoGEA and appears on the Approved South African Journals List. From 2025, JoGEA is also listed on the Directory of Open Access Journals (DOAJ). JoGEA is also indexed in the Scientific Electronic Library Online (SciELO) SA collection; see here.
Assessing the integration of content knowledge of selected Sustainable Development Goals into lesson delivery among Geography pre-service and in-service teachers in Gauteng, South Africa
This study explores the level and integration of Sustainable Development Goals (SDGs) Pedagogical Content Knowledge into Geography lessons among pre-service (n=182) and in-service teachers (n=120) in Gauteng, South Africa. Data were collected through online and hard-copy surveys from purposive- and snowball-sampled participants. Drawing on Shulman’s Pedagogical Content Knowledge theory, results show that there is inadequate knowledge of the SDGs amongst participants, with 40 out of 120 (33.3%) and 64 out of 182 (35.2%) rating it as ‘average’. Pre-service teachers mainly learn about SDGs through university courses, while in-service teachers rely on their experience. In-service teachers achieved higher mean Likert-scale scores for their content knowledge of selected SDGs (scores of SDG 4: 3.42; SDG 7: 3.38; SDG 13: 3.39) compared to pre-service teachers (SDG4: 2.95; SDG 7: 3.02; SDG 13: 3.01). However, pre-service teachers more frequently integrated SDGs into lessons, with a stronger correlation between SDGs 7 and 13 (r=0.816) than in-service teachers (r=0.696). The study recommends strengthening sustainability education in all stages of teacher development.
Copyright (c) 2026 Thandiwe Chidzungu, Thea Schoeman https://creativecommons.org/licenses/by-nc-sa/4.0
Help, my Geography is dying: Understanding and reversing the decline of Geography education in public universities in Nigeria
Declining enrolment in Geography programmes in Nigerian universities has become a growing concern, given the discipline’s importance for spatial analysis, environmental management, and sustainable development. This study examines the factors driving this trend and identifies strategies for revitalizing Geography education within the Nigerian higher education system. A quantitative survey design was adopted, with data collected through a structured questionnaire administered to 101 undergraduate Geography students from selected public universities in southwest Nigeria during the 2023–2024 academic session. Guided by a conceptual framework emphasizing career awareness, institutional learning experiences, and societal perceptions, the data were analyzed using descriptive statistics. The findings show that limited awareness of Geography-related career opportunities is the most significant factor influencing declining enrolment (37%), followed by competition from high-prestige disciplines such as engineering and medicine (26%) and negative societal perceptions of the discipline (22%). Institutional constraints, particularly limited fieldwork opportunities and financial barriers, further reduce student engagement. In addition, students’ perceptions of Geography’s relevance to the labour market remain mixed, reflecting uncertainty about its professional value. The study highlights the need for curriculum modernization through the integration of geospatial technologies, strengthened career awareness initiatives, enhanced industry–university collaboration, and improved support for field-based learning. These findings provide empirical evidence to inform strategies aimed at repositioning Geography as a relevant and professionally oriented discipline in Nigerian universities.
Copyright (c) 2026 David O. Baloye, Gideon A Olajuyigbe https://creativecommons.org/licenses/by-nc-sa/4.0
The effects of microteaching on preservice teachers’ self-efficacy in teaching mapwork
This study examined preservice geography teachers' self-efficacy in teaching mapwork. This is a foundational yet conceptually demanding component of the geography curriculum. Guided by Bandura’s self-efficacy theory, the study examined the extent to which microteaching influenced preservice teachers' confidence and perceived teaching competence. A mixed-methods design was employed in elucidating the perspectives of preservice teachers enrolled in a Bachelor of Education Geography course. Quantitative data were collected using pre- and post-course surveys, while qualitative data were obtained from preservice teachers’ reflective accounts after the microteaching sessions. The results demonstrate that the participants' self-efficacy increased following the microteaching. However, some participants reported difficulties with complex concepts such as magnetic declination, bearing, cross-sections, intervisibility, and interpretation. The study concludes that while microteaching contributes positively to the preservice teachers’ self-efficacy, it should be complemented by targeted support. This is to address the persistent challenges in mapwork teaching
Copyright (c) 2026 Muofhe Thenga https://creativecommons.org/licenses/by-nc-sa/4.0
Geography teachers’ preparedness for ESD integration: Insights from Gauteng, South Africa
This study examined the preparedness of grade 10 to 12 Geography teachers at selected schools in Gauteng, South Africa, to integrate Education for Sustainable Development (ESD) into the Geography curriculum. Data were collected by questionnaires with 120 Further Education and Training Geography teachers in Gauteng Province, South Africa. Results show that only 38% of respondents had ESD training, influencing their content knowledge and integration of ESD into the curriculum. However, respondents with a high level of knowledge of the Sustainable Development Goals (SDGs) and ESD concepts like climate change, renewable energy and the just energy transition were more likely to integrate ESD (r=0.444, p=0.001). University courses were identified as common sources of content knowledge for in-service teachers. Barriers to ESD integration include limited resources, time constraints, large class sizes, the abstract nature of the SDGs, and competing curriculum demands. Further Education and Training research projects were identified as a valuable entry-point for ESD. The study recommends ESD-training, expert guest teachers, embedding ESD within annual teaching plans, and adequate resources.
A scoping review of Geography Education Research in South Africa, 2014-2025
In a world of rapid socioecological change and intensifying geopolitical and environmental crises, Geography Education has an important role in addressing global challenges by developing learners who have knowledge of places and natural forces at work, and of the interactions between the natural and social worlds. This study provides insights for understanding how Geography Education research in schooling and teacher education in South Africa is contributing to the field of Geography Education in general, and how it is (or is not) responding to calls from within and outside the field of enquiry for teaching and learning that address global concerns. Drawing on the six-stage research methodology framework used by Arksey & O’Malley (2005), this paper presents a scoping literature review of Geography Education research in South Africa from January 2014 to September 2025 based on a dataset of 102 published peer-reviewed journal articles. The overview is used to identify thematic and methodological trends, and research gaps. Results indicate that Geography Education research in South Africa is actively contributing to the field through small-scale, empirical studies that are mostly practice-oriented and focused on problems associated with curriculum, teacher and learner perceptions, and knowledge and teaching practices. Less attention is paid to learning, assessment, theory building and engaging with global education calls for transformative education that advance the field theoretically and pedagogically.
Copyright (c) 2026 Di Wilmot, Paul Goldschagg https://creativecommons.org/licenses/by-nc-sa/4.0
Bridging the Gap: Teaching Paper-Based Geographic Information Systems through information and communication technology integration in secondary schools
Geographic Information Systems (GIS) are crucial in modern Geography education, cultivating spatial thinking and data analysis skills. While included as a core topic in school curricula, many under-resourced secondary schools in South Africa still depend on Paper-Based Geographic Information Systems (PBGIS) methods due to limited access to digital tools and infrastructure. This study explores how Information and Communication Technology (ICT) can support the teaching of PBGIS in secondary schools. Guided by the Technological, Pedagogical, and Content Knowledge (TPACK) framework, the study examines how these knowledge domains interact to enhance teaching effectiveness. In this study, data were collected through semi-structured interviews with six Geography teachers from three South African secondary schools in which PBGIS teaching is integrated with ICT. The results show that projectors, computers and internet access, and GIS software such as QGIS and ArcGIS, can enhance PBGIS teaching. A blended approach that integrates PBGIS with ICT tools is recommended. This should be driven by partnerships between the Department of Basic Education, geospatial and educational technology sectors, universities, teacher training institutions, and NGOs to build teacher capacity and ensure effective curriculum integration.
Geography, Information Communication Technology, Geographic Information Systems, Paper-Based Geographic Information Systems, TPACK
paper-based Geographic Information Systems
Copyright (c) 2026 Thulasizwe Mkhize https://creativecommons.org/licenses/by-nc-sa/4.0
Assessment of Geography Grade 10 learners’ environmental attitudes and values in selected secondary schools in Lesotho through the lens of the New Ecological Paradigm
It is generally acknowledged that education, through school subjects such as Geography, plays a pivotal role in fostering positive environmental attitudes and values necessary for addressing global imperatives of environmental sustainability. However, while the Geography curriculum in Lesotho, and elsewhere, has been oriented towards education for sustainable development (ESD), there is a paucity of research on learners’ environmental attitudes and values. This study assessed Grade 10 learners’ environmental attitudes and values at four secondary schools in Leribe district, Lesotho. Fifteen statements, derived from the revised New Environmental Paradigm scale, were given, to which the learners were able to agree or disagree, using a five-point Likert scale. Results indicate that the learners generally possess pro-environmental biospheric and altruistic attitudes and values, with little indication of egoistic values. The results can shed light on the possible contribution of ESD-related curriculum reforms in fostering more pro-environmental attitudes and values as antecedents of environmental sustainability.
Copyright (c) 2026 Mampota Selialia, Mohaeka Raselimo https://creativecommons.org/licenses/by-nc-sa/4.0
Heads of Department challenges: Supervision of Social Sciences teachers in map work teaching and learning in uMgungundlovu District, KwaZulu-Natal
It is commonly agreed that learners perform poorly in map work because of teachers’ limited content knowledge. Heads of Department (HoDs) within schools supervise teachers to improve instruction for enhanced learner performance. However, due to a small number of curriculum specialists, HoDs in schools often fail to contribute to better performance through their supervision of Social Sciences teachers. This study explores the challenges faced by HoDs when supervising Social Sciences teachers in map work teaching and learning, using the case study of uMgungundlovu District, KwaZulu-Natal, South Africa. The study adopts an interpretive paradigm and uses a single case study design approach. Purposive sample was undertaken of eight HoDs and eight Social Sciences teachers in their schools, and data collected through interviews that were analysed thematically. The results indicate that HoDs experience workload and map work knowledge and skills challenges that limit their ability to supervise teachers. Teachers also highlight the constraints that HoDs experience but that they do not provide them with adequate support for map work instruction. It is recommended that curriculum specialists and HoDs knowledgeable in map work should supervise map work teaching and learning, and that the Department of Education should provide sufficient teaching and learning resources to enable adequate instruction.
Copyright (c) 2025 Nkosinathi Seshea, Jose Abraham, Nonhlanhla Mthiyane https://creativecommons.org/licenses/by-nc-sa/4.0
Curriculum as a lived experience: A narrative visual analysis of Education for Sustainable Development in Geography teacher education in Eswatini
This study used a Geography module in the higher education context to exemplify how Education for Sustainable Development (ESD) can be integrated into a teacher education curriculum. The study identifies a gap in understanding how everyday material practices can reflect and shape sustainability learning. To address this, the study analysed teaching aids that teacher educators, pre-service teachers and school learners made from recycled materials during a UNESCO-supported Change Project at a university in Eswatini, as visual narratives of pedagogical change in Geography. Guided by currere theory, the study employed narrative visual analysis to interpret these artefacts as curriculum texts. The results showed that sustainability can be embodied in creative, place-based and reflective practices that promote systems thinking and critical engagement. These results highlighted the potential of teacher education to advance transformative learning and the potential of visual analysis for ESD in Geography teacher education. The key message is that ESD curriculum reform should prioritise imaginative, ethical and context-responsive approaches.
Copyright (c) 2025 Ben de Souza https://creativecommons.org/licenses/by-nc-sa/4.0
Exploring the integration of Artificial Intelligence into Geography education through a hybridised TPACK–Place–AI framework
Since the 1960s, Geography educators have used digital technologies such as GIS and remote sensing to enrich spatial learning. The rise of artificial intelligence (AI) extends these tools by enabling transformative, data-driven, and personalised learning experiences while fostering essential 21a Century skills. However, many educators remain unaware of AI’s potential benefits and risks. Situated within South Africa’s unequal digital landscape, this study aims to raise awareness and broaden Geography educators’ understanding of effective and ethical AI integration in Geography education. It proposes a hybrid TPACKPlace- AI framework that extends the established Technological, Pedagogical and Content Knowledge model through insights from a critical pedagogy of place. The framework emphasises that AI integration must be pedagogically sound and socially responsive, foregrounding ethics, justice, power, and context. The paper thus offers a theoretical foundation for critically engaging with AI in Geography education.
Copyright (c) 2025 Krystle Ontong https://creativecommons.org/licenses/by-nc-sa/4.0
Interactive exhibits for career awareness: A case study involving secondary school Geography learners in Limpopo, South Africa
Interactive science centres present a unique opportunity to assist learners in their career choices. However, the types of information delivered, and the manner of knowledge transfer are also important. This study investigated and reports a mixed-methods approach to identify the role of interactive exhibits in advancing career awareness. The Science Education Centre of the University of Limpopo conducted a pilot survey with 153 grades 8 to 11 learners interested in potential careers in Geography and Geology to investigate the impact of various Geography/Geology-related exhibits and different presentation methods on their career knowledge and aspirations. The exhibits included a GPS demonstrator, a remote sensing satellite model, and puzzle maps. Learners’ attitudes were evaluated using a structured questionnaire. Results indicate that learners exposed to interactive exhibits demonstrated a significant increase in both their knowledge of science careers and the specificity of their career descriptions. Once printed materials and verbal briefings were supplied (experimental group), they had a fair idea of the potential careers associated with the exhibits. This suggests that interactive science centres, such as the one at the University of Limpopo, can effectively support learners in exploring and choosing science careers. These results have implications for educators and policymakers seeking to enhance STEM career readiness and engagement in under-represented communities.
Copyright (c) 2026 Martin Potgieter, Annelize Potgieter https://creativecommons.org/licenses/by-nc-sa/4.0
Pre-Service Teachers’ Experiences with Virtual Reality Goggles as a Pedagogical Tool for learning Grade 4 Social Sciences (Geography)
This study examines the use of virtual reality (VR) goggles as a pedagogical tool in teacher education, with a focus on the experiences of first-year pre-service teachers learning to teach Grade 4 Social Sciences (Geography). Conducted at a single private higher education institution in Gauteng, South Africa, with a sample of 28 participants, the research integrates three virtual tours of local areas to support learning aligned with the Intermediate Phase Curriculum and Assessment Policy Statement, specifically the Term 1 topic, ‘Places Where People Live’. Data were generated through semi-structured focus group interviews, examining the teachers’ experiences of incorporating VR into their pedagogical development. Findings indicate that VR’s immersive qualities enhance engagement and provide learning experiences that are difficult to replicate through conventional methods, such as map-based instruction. Participants further reported challenges related to the accessibility and usability of VR in school settings, including technical issues, limited equipment availability, and inadequate training.
Intermediate Phase Social Sciences (Geography)
Copyright (c) 2025 André van der Westhuizen, Shaylen Naidoo, Marietjie Henry, Ansoné Myburgh https://creativecommons.org/licenses/by-nc-sa/4.0
Implementing story maps as a teaching tool at a CODeL institution
New technological competencies are required in a changing world to address complex global challenges. This research aims to evaluate the integration of story maps as a teaching tool in an online classroom for a fourth-year university Geography module. Data were collected through analysis of assignment answers for this module submitted in the 2024 academic year. Throughout the semester and during assignment marking, the challenges students faced in this module were recorded. This information was noted from student assignments, as well as from discussions in the weekly online lectures, individual student inquiries, email correspondence, and on the discussion forum on the module e-learning website. Thematic analysis of the data, drawing on research notes and the students’ reflections in the prescribed assignment, was conducted. Results of this study suggest that story maps should not be used as an alternative to a single written assignment but rather be incorporated as a teaching tool into the module content throughout the learning period. Visual communication through story maps can support academic learning outcomes and contribute to the development of students’ spatial thinking skills.
Copyright (c) 2026 Dr Anna E de Jager https://creativecommons.org/licenses/by-nc-sa/4.0
Individual and Community Factors as Correlates of Climate Change Awareness and Action among 15 African Countries
In Africa, the scientific evidence on climate change awareness and action from country-based data is limited, and few studies have examined the associations between individual and community level characteristics and climate change awareness and action. A sample from country-based data (Afrobarometer Round 9), from 15 African countries was used to examine the relationship between individual and community variables and climate change awareness and action. Data were analysed by means of frequency counts, t-tests, analysis of variance, correlation and stepwise regression analyses. The findings revealed that the proportion of individuals who had heard of climate change ranged from 22% in Tunisia to 75% in Zimbabwe, and those who believed that climate change was affecting their countries ranged from 10.2% in Ghana to 53.8% in Malawi. Across the sampled countries, only 47.1% of participants had heard about climate change while 34.6% believed climate change affected them. In all the countries studied, participants believed it was the responsibility of government to check and fight climate change. However, statistical significant differences were observed in the awareness of climate change between urban and rural respondents. Age of respondents and their place of residence were found to be positively correlated with climate change awareness and action. Findings from stepwise multiple regression analysis also revealed that climate change awareness was the most parsimonious predictor of climate change action (R2=0.275). The study concluded that individual and community level variables are important precursors to climate change awareness whilst fostering willingness towards climate change action should be an integral part of any intervention.
Copyright (c) 2025 Ayodeji Peter Ifegbesan, Isaac T Rampedi, Biodun Ogunyemi, Dorothea Schoeman, Razaq O Azeez https://creativecommons.org/licenses/by-nc-sa/4.0
Assessing high school learners’ perceptions of climate change in Rwanda: Implications for education and advocacy
Understanding high school learners’ perceptions of climate change is important for climate scientists since they are the next generation of leaders, policymakers, and citizens who will be responsible for addressing and mitigating the impacts of future climate change. There are few studies on the knowledge and understanding of climate change by learners in Rwanda. This study’s objectives are to assess the perceptions of high school learners in Gisagara District in Rwanda regarding climate change, and explore the implications for education and advocacy. A mixed-methods approach, combining closed and openended questionnaires, was used to gather quantitative and qualitative data from learners. Participants (n=251) were from six different high schools. Results of the study are that high school learners have varying perceptions of climate change and these are most strongly influenced by availability of resources on climate change, including from the internet, and personal motivation or interest in the topic. Suggestions from learners on how to increase understanding of climate change issues include prioritising climate change education within the school curriculum, incorporating real-life examples, interactive learning activities, and collaborative partnerships. Through effective education and advocacy strategies, young people can play a pivotal role in shaping policies, fostering behavioural changes, and raising awareness about the importance of addressing climate change for the well-being of both present and future generations.
Copyright (c) 2025 Guwa Chikomo, Mr T. Murwendo https://creativecommons.org/licenses/by-nc-sa/4.0
South African Geography educators’ contributions to Geography Education: A perspective from the 35th International Geographical Congress, Dublin City University, Ireland, August 2024
A key responsibility of academic scholarship is to contribute to and further develop the field of enquiry. This paper offers a critical qualitative reflection on how South African Geography Education (GE) scholars are contributing to and advancing the field of enquiry from the perspective of the International Geographical Congress (IGC). This event, held every four years, is the largest gathering of geography scholars and researchers in some 43 commissions, one of which is GE, in the world. The two-part analysis provides an overview of who is producing knowledge and where it is being produced in the Global North and Global South. This is followed by a thematic analysis of the abstracts of the South African papers. The findings affirm the scholarly contribution our scholars are making to the field individually and in collaboration with colleagues and postgraduate students. Secondly, the findings reveal an unevenness in terms of who is contributing, and it highlights constraining factors impeding participation. The paper concludes by making some tentative propositions on a future research agenda that may help to advance the field and how constraining factors may be addressed so that we cultivate a stronger, more inclusive, Global South voice in the field.
Copyright (c) 2025 Di Wilmot, Clinton David van der Merwe https://creativecommons.org/licenses/by-nc-sa/4.0
Imagining a South African Climate Change Adaptation-aligned school curriculum using Generative Artificial Intelligence
This paper explores how Generative Artificial Intelligence tools, such as ChatGPT and Gemini, can be integrated into the development of a curriculum that aligns with South Africa's climate change adaptation agenda. It emphasises the pressing need to reform the current Geography Further Education and Training Phase curriculum to address education for climate change adaptation. Using Generative Artificial Intelligence, the paper presents potential content topics that could be incorporated into the curriculum as generated by ChatGPT and Gemini. By comparing these Artificial Intelligence-generated content topics to the current curriculum, the paper highlights the inadequacies in addressing climate change adaptation and proposes that generative artificial intelligence can play a crucial role in enhancing the curriculum development process. The study concludes by advocating for the integration of Generative Artificial Intelligence technologies to expedite curriculum reform in alignment with South Africa’s National Climate Change Adaptation Strategy and the Sustainable Development Goals.
Copyright (c) 2024 Shaylen Naidoo https://creativecommons.org/licenses/by-nc-sa/4.0
Navigating Learning: Teaching Map Skills in Grade 6 Social Sciences
Understanding and effectively using maps and graphs is crucial for navigating our multi-dimensional world. However, several studies confirm poor map reading and interpretation skills among learners globally. This study explored Grade 6 teachers’ experiences in teaching map skills in four primary schools in Gauteng Province, South Africa, using Engeström’s (2001) cultural-historical activity theory (CHAT) to identify their teaching challenges. A generic qualitative research design captured the essence of teachers’ experiences, with thematic analysis revealing two key themes that focus on the challenges and opportunities in transforming abstract map concepts into real-world understanding. Varying levels of teachers’ pedagogical content knowledge, time constraints, and ongoing professional development impact how map skills are taught. CHAT effectively highlighted contradictions, which are essential for driving growth and creating new learning opportunities. Teacher agency was crucial for growth and change, as teachers recognised their learning gaps and sought support from other teachers in their networks.
Copyright (c) 2024 Prof S Ramsaroop, Ms AM Kwayi https://creativecommons.org/licenses/by-nc-sa/4.0
Geography's ability to interpret topographic maps and orthophotographs, adoption prediction, and learning activities to promote responsible usage in classrooms[1]
Learners find it challenging to interpret topographic maps and orthophotographs. Although the chatbot Geography might be useful for this purpose, no research is available regarding its abilities and limitations. Thus, the aim of this multi-phase mixed methods research was threefold, namely (a) to explore Geography's topographic map and orthophotograph interpretation skills, (b) to determine the factors which can drive its adoption, and (c) suggest learning activities to promote responsible usage in geography classrooms. During the first phase, an explorative case revealed that Geography can be useful in interpreting topographic maps and orthophotographs but can also fabricate facts. During the second phase, the high adoption prediction score (six out of nine) indicated a need for responsible usage. Thus, learning activities were designed during the last phase to promote responsible use in geography classrooms. 1The title of this chatbot may cause confusion; thus, I have italicized to clearly distinguish between the chatbot, Geography, and the subject field, geography. Description provided in the paper.
Copyright (c) 2025 Christina Johanna van Staden https://creativecommons.org/licenses/by-nc-sa/4.0
Barriers and opportunities in implementing climate change education in the FET Phase Geography curriculum in South Africa
Climate change has disrupted economies and continues to affect lives in several communities and countries. The United Nations Sustainable Development Goal 13.3 urges all nations to take urgent action to combat climate change. Therefore, education is crucial in promoting climate change action because it helps people reduce their impacts and empowers them to mitigate and adapt to climate change. Currently, literature on the barriers and opportunities in implementing climate change education in South African secondary schools is limited. This study is based on the teacher training conducted by Fundisa for Change using the Teaching Climate Change manual. Archer’s (1995) morphogenesis theory was used to understand the barriers and opportunities in implementing climate change education in secondary schools in South Africa. Data were gathered through document analysis and semi-structured interviews with Fundisa for Change teacher participants and with Department of Basic Education officials in Gauteng Province, South Africa, and analysed using a thematic analysis approach. The study found the following opportunities in implementing climate change education: (1) climate change topics are included in the South African national geography curriculum in the Further Education and Training phase, (2) the participating teachers exhibited adequate knowledge of environmental sustainability education, and (3) common research tasks administered require learners to apply knowledge of climate change. However, schools are supplied with lesson plans, tests, and examinations that act as barriers to implementing climate change education, hindering teachers’ agency.
Copyright (c) 2025 Muofhe Thenga https://creativecommons.org/licenses/by-nc-sa/4.0
Land dispossession and reform: An optic into South African Grade 12 Geography textbooks
Land dispossession and reform are volatile issues in contemporary South Africa. With the transition to democracy in 1994, the post-apartheid government considered the implementation of land reform as a vehicle to redress the injustices and inequalities in South Africa. This article focuses on how two discourses (social and political) on land dispossession and land reform are presented in selected Grade 12 geography textbooks in South Africa. Locating the research study within a paradigm of interpretivism and approaching the research from a qualitative perspective, this case study engaged in document analysis, specific to the section on land reform in five purposively selected South African geography textbooks. The study adopted Vygotsky’s social constructivism as the theoretical framing. The social and political discourses were explored through content analysis. The findings establish that the social and political discourses which emerged are not mutually exclusive categories and they are tied to a specific economic discourse; thus, the selected textbooks demonstrate a neoliberal ideology, which is promoted. The findings also revealed content gaps and an unease in presenting racialised content in the section. The study thus concludes that redressing past land dispossession and land injustices in South Africa is entangled by several complexities. As a recommendation, the section on land dispossession and reform in the Geography textbooks can potentially be disentangled through multiple perspectives being presented rather than a singular perspective that glosses over the construct of South Africa racial categorisation and its connection to land reform and socio-economic development.
Copyright (c) 2024 Zoleka Mkhabela, Sadhana Manik https://creativecommons.org/licenses/by-nc-sa/4.0
Assessing the use of spatial information in environmental impact assessment reports: The case of mobile telecommunications projects in Plateau State (Nigeria)
Spatial information presented in environmental impact assessments and their documentation in environmental impact assessment reports is vital for the spatial understanding of proposed infrastructural developments, their environmental impacts, environmental baseline, and the ecological sensitivity of project sites. Such information is crucial for the involvement of different stakeholders in the assessment and mitigation of environmental impacts associated with infrastructure development projects. In this study, the usefulness of spatial information compiled for recent mobile telecommunication projects in Plateau State (Nigeria) is assessed. To achieve this, the environmental impact assessment reports for 70 such projects were examined. The study found that the spatial information provided in the reports was often inadequate or not presented at all. Topographical maps (25%) and architectural illustrations (38%) were used more commonly than photographs (12%) or Google Maps images (12%). There were also weaknesses in the presentation of some of the spatial information including lack of scale, map legend and labels. It is recommended that the availability, types and content of spatial information presented in the environmental impact assessment reports need to increase and be standardised. The spatial representations provided must maximise their visual realism for the end user.
environmental impact assessment, environmental impact assessment reports, spatial information, visual realism, environmental decision
Copyright (c) 2024 Vincent Dung Choji, Prof. Isaac T. Rampedi, Prof. Ayodeji P. Ifegbesan https://creativecommons.org/licenses/by-nc-sa/4.0
Representation of Climate Change Adaptation in Geography Education Modules at the University of KwaZulu-Natal (UKZN)
This article extends the existing emphasis on integrating climate change adaptation into pre-service teacher training, aligning with the South African National Climate Change Response White Paper. Employing Krippendorff’s quantitative word frequency analysis based on the Glossary of International Climate Policy Terms, the study relies on Hall's theory of representation to examine the representation of education for climate change adaptation. The investigation centres on the role of pre-service teacher training in fostering climate change adaptation awareness in South Africa. Findings adopted a graphical presentation preceded by a concise discussion. The key findings demonstrated that, while the national Curriculum and Assessment Policy Statement faces criticism for insufficiently addressing climate change adaptation, there are areas of positive practices within the geography education modules at the University of KwaZulu-Natal, highlighting areas of good practice in course packs.
Copyright (c) 2024 Shaylen Naidoo, Gavin Heath https://creativecommons.org/licenses/by-nc-sa/4.0
A critical reflection on the inclusion of spatial thinking in undergraduate Geography modules: A case study of selected South African universities
This research reflects on the nature of spatial thinking as featured in undergraduate Geography modules at South African universities and explores ways of enhancing its role. The research has three objectives: to identify Geography modules that include spatial thinking in their curricula, to determine whether the lecturers of these modules consider the concept of spatial thinking when developing new modules and to evaluate the spatiality of the outcomes of the selected modules by assessing it against the taxonomy of spatial thinking. Generally, the spatiality of the module outcomes and the integration level of the three components of spatial thinking into the modules which were considered proved to be limited. Not one of the departments offering these modules was observed to set a clear developmental path to foster the development of students' spatial thinking skills. When developing Geography modules, more attention should be given to incorporating spatial thinking into the curriculum. Every effort should be made at departmental level to ensure that students' spatial thinking skills are adequately developed during the course of their studies.
Copyright (c) 2024 Sanet Carow, Rudi Pretorius https://creativecommons.org/licenses/by-nc-sa/4.0
Learners' and Teachers' perspectives on the use of code switching in Geography teaching and learning
Language of instruction stands as a crucial element in fostering learners’ comprehension of any subject matter. Prior studies indicate that learners’ limited proficiency in the English language is among the factors influencing their performance in Geography. The present study delved into the impact of code switching in the domain of Lesotho’s geography education, drawing insights from both learners’ and teachers’ viewpoints. Drawing on Hoffmann’s theory of code switching, the study employed explanatory sequential mixed method research design, which involved classroom observations, focus-group interviews as well as in-depth interviews with grade 10 learners and teachers respectively. Findings indicate that code switching in geography education improves learners’ comprehension by improving their proficiency in subject-specific terminology. However, an over-reliance on code switching must be avoided as learners can lose their ability to employ geography vocabulary. This study suggests that the Lesotho Education Language Policy could be revised to include the selective use of mother tongues in teaching and learning.
Copyright (c) 2024 Thabang Francis Khalema, Prof. Mohaeka G. Raselimo https://creativecommons.org/licenses/by-nc-sa/4.0
Obituary Mr Henning Pieters (15th February 1965 – 6th June 2023)
Copyright (c) 2023 Clinton van der Merwe https://creativecommons.org/licenses/by-nc-sa/4.0
Geography learners’ awareness and lived experiences of their local environment: A case of Namibia
This paper examines the awareness and lived experiences of 28 secondary-level school learners in Namibia to explore their observations and experiences in their local environments. It investigates the factors influencing their ability and/or willingness to make observations. The research employed open-ended, semi-structured interviews and drawings to collect data from Grade 11 learners in five different locations. The data was analysed using interpretative phenomenological analysis and the theme related to exposure to environments is explored. The study draws on theories of place and informal learning, highlighting the role of everyday experiences in shaping individuals’ understanding of their surroundings. All the participants showed that they are aware of what makes the environment in which they live different to others by describing the geographical concepts present in their local environment. However, the findings show that participants’ ability or willingness to make observations can be hindered or reduced by factors such as a lack of interest and familiarity with their local environment and a preoccupied mind. The study highlights the value of understanding learners’ perspectives from their own lifeworlds and sheds light on the contribution of the local environment to geographical awareness.
Copyright (c) 2023 Tiani Wepener https://creativecommons.org/licenses/by-nc-sa/4.0
Improving the quality of Geography Teacher Education through Geographical Information Systems and Self-Directed Learning
Quality education in institutions of higher learning is vital in the contemporary world. Although some studies have been conducted on quality education in higher education, no study has focused on the enhancement of quality education through the inclusion of geographical information systems (GIS) as a tool and self-directed learning (SDL) skills in geography teachers’ education where Dewey’s theory of education was applied. This study applies a systematic review to examine the connectivity between teaching through GIS and the enhancement of SDL skills in geography teachers’ education. The study also discusses how the inclusion of GIS and SDL skills in geography teachers’ education at university helps to enhance quality education. Results of studies indicate that there is a connection between GIS, SDL, and the enhancement of quality education in geography teachers’ education. The study thus recommends that GIS and SDL skills should be included in teacher education for student teachers to be productive in society.
Dewey’s theory; geography teacher; higher education; quality education; society
Copyright (c) 2023 Maureen Mzuza, Christo van der Westhuizen https://creativecommons.org/licenses/by-nc-sa/4.0
The acquisition of spatial and mountain literacy by children in Hergé’s Tintin in Tibet.
The acquisition of spatial and mountain literacy by children in Tintin in Tibet is related to broader geospatial reasoning which has import later in life. The literature review for this paper covers the theories of spatial literacy and ability, as well as the developing field of mountain literacy. Methodologically, the comic book was analysed in terms of spatial literacy and then mountain literacy, chiefly in terms of altitudinal band differences, risk and danger, through page progression. Key findings were that this particular comic book is full of references to spatial and mountain literacy theories. Young readers who take careful note of the comic book could gain a head start in geography, in particular to what pertains to mountains (climate, vegetation, risk, danger) in Europe and Asia, both lowland and highland, but also in terms of diverse urban and regional forms.
Copyright (c) 2023 Gavin Heath https://creativecommons.org/licenses/by-nc-sa/4.0
Exploring the inner workings of the Southern African Geography Teachers’ Association Google Group
We live in a socio-ecologically fragile and rapidly changing world that can be turned upside down in an instant as we witnessed with the crisis of the COVID-19 pandemic. Today, more than ever before, teachers need to be life-long learners who have the necessary geography subject knowledge, pedagogical knowledge and resources for responsive teaching and learning in their classrooms. Professional Learning Communities (PLCs) play an important enabling role in this regard. This article presents the findings of the second phase of an ongoing study aimed at understanding how the South African Geography Teachers’ online Google Group, an emergent Professional Learning Community, may support and enhance geography education and teacher professional development. More specifically, it opens up and looks inside the ‘black box’ of the Google Group, the workings of which are not yet fully understood. It considers the supportive role played by the Google Group during and after the COVID-19 pandemic (that is, March 2020 to December 2021 and January to November 2022). Data generated by the posts made during and after the pandemic, were analysed and categorised. Emergent patterns and trends in and between the two periods were identified and discussed. A purposive sample from each category was selected for further in-depth analysis. We draw on Shulman and Shulman’s (2004) theory of teacher knowledge as an analytical lens for interpreting the findings. The findings are discussed in relation to national imperatives (for example, teacher professional development, social justice, inequality and learner underperformance) and global education discourses for transformative education. Our main contention in this article is that the Google Group PLC offers support for teachers. However, there are gaps that need to be addressed if it is to play a stronger supportive and transformative role. We conclude with some suggestions on how this may be achieved in practice which may be useful to members of the geography education community particularly teachers. Key words: teacher knowledge, teacher professional development, professional learning community, COVID-19 pandemic
Copyright (c) 2023 Di Wilmot, Paul Goldschagg https://creativecommons.org/licenses/by-nc-sa/4.0