Critical Perspectives in Geography Education: Spatial Thinking, Citizenship, and Curriculum Innovation

Slot 1 · Fri 27 Nov · 18:30–20:00

1. 1.The Importance of Geography in the Digital Age: Fostering Critical Spatial Thinking through GIS in Primary Education

   Nikolaos Voudrislis

   • Aristotle University of Thessaloniki, Department of Spatial Planning and Development
   Abstract

   The rapid advancement of digital technologies and the widespread availability of geospatial data underscore the importance of Geography as a critical field for understanding the complex socio-spatial phenomena of the 21st century. In this context, spatial thinking and spatial literacy emerge as key competencies, closely associated with critical analysis, problem-solving, and informed decision-making. Geographic Information Systems (GIS) play a pivotal role in this transformation by enhancing spatial abilities through the active engagement of students in processes of data analysis, interpretation, and synthesis, thereby moving beyond passive learning and rote memorisation. This paper presents the research design of an ongoing postdoctoral study that investigates the role of GIS as a pedagogical tool in primary education. The study aims to support the transition from a descriptive approach to Geography towards an inquiry-based model, emphasizing the interpretation of spatial phenomena and their underlying causal relationships. Adopting a quasi-experimental design and a mixed-methods approach, the research implements instructional scenarios using ArcGIS Online and Google Earth in primary school classrooms with diverse socio-economic backgrounds, including students with refugee experiences. More specifically, the study seeks to explore the contribution of geospatial tools to the development of critical spatial thinking, evaluate their pedagogical effectiveness, and examine the attitudes of both students and teachers towards their use. Preliminary findings from the pilot phase suggest that the integration of GIS enhances student engagement and facilitates an understanding of space as a socially constructed concept. The study is expected to contribute to the formulation of educational policy recommendations for the meaningful integration of digital geospatial tools into the curriculum, promoting inclusive spatial literacy and fostering the development of active and informed citizens in the digital age.

2. 2.AR Sandbox in Geography Education: Effects on Topographic Map Skills

   Gerasimos Konstantakatos, Tryfon Sivenas, Georgios Bampasidis, Georgios Markogiannakis

   • Department of Pedagogy and Primary Education, Νational and Kapodistrian University of Athens, Greece
   Abstract

   Reading and comprehending topographic maps is a fundamental skill in geography education that presents considerable learning difficulties, as it requires advanced spatial skills for mental three-dimensional visualization. The purpose of this study is to evaluate the effectiveness of a STEM educational intervention, using the Augmented Reality Sandbox (ARS), in developing topographic map reading and comprehension skills among higher education students. To address the research objective, a three-hour pilot STEM educational intervention was designed and implemented. A quasi-experimental design with pre-test/post-test measurements was adopted, involving a sample of 14 undergraduate university students. The intervention was designed based on Kolb's Experiential Learning Model, integrating principles of inquiry-based and design-based learning through three structured problem-solving activities focused on topography, hydrology, and flood risk management. The Topographic Map Assessment (TMA) by Newcombe et al. (2015) was selected as the evaluation instrument, assessing six skill domains: path, water flow, slope, visibility, elevation points, relief, and profile. The findings indicate a statistically significant improvement in participants' topographic map reading and comprehension skills. Mean scores rose from 12.00 at pre-test to 17.36 at post-test, representing a mean gain of 5.36 points. A paired samples t-test confirmed the significance of this change, and the effect size (d=1.003) was classified as large according to Cohen's (1988) criteria. These findings are consistent with embodied cognition theory, which suggests that physical interaction with objects representing spatial relationships enhances conceptual understanding (Wilson, 2002). The ARS allows learners to perceive the three-dimensional nature of terrain in a tangible and interactive way, effectively bridging the gap between two-dimensional representation of a topographic map and the three-dimensional physical reality it represents. These findings have direct educational implications, suggesting that integrating ARS into STEM interventions is an effective approach to teaching geoscience concepts.

3. 3.Outdoor Education and Digital Technologies in Geographical Learning: Enhancing Spatial Thinking, Engagement and Environmental Understanding

   Christina Koutouveli, Anastasia Georgiou, Eirini Chatzara

   • National and Kapodistrian University of Athens, School of Education, Department of Pedagogy and Primary Education, Athens, Greece
   Abstract

   This study examines how outdoor education and new technologies combine to enhance geographical learning in primary and secondary education. Contemporary pedagogical approaches, such as experiential learning and place based education, highlight that direct engagement with natural and built environments strengthens spatial thinking, observation, embodied understanding and emotional connection to place. Outdoor learning enables students to transform abstract geographical concepts into lived experiences, fostering deeper comprehension of spatial processes and human–environment interactions. At the same time, new technologies act as amplifiers of the outdoor learning experience. Tools such as Geographic Information Systems (GIS), satellite imagery, mobile devices and digital storytelling allow students to collect, document and analyse spatial data in the field. The use of GIS supports the interpretation of spatial patterns and the development of cartographic skills, while mobile applications facilitate inquiry based activities and authentic geographical investigation. Digital storytelling transforms outdoor experiences into multimodal geographical narratives, connecting cultural, historical and environmental dimensions of place. Research evidence indicates that the combination of outdoor learning and technology enhances cognitive outcomes (spatial reasoning, mapping skills), affective outcomes (place attachment, environmental empathy) and behavioural changes (pro environmental actions, active participation in local communities). Technology does not replace the outdoor experience; rather, it functions as a complementary tool that expands opportunities for observation, documentation and critical analysis. Finally, the study highlights challenges such as inequalities in access to green spaces and digital tools, as well as the need for teacher training in hybrid geographical practices that effectively integrate field based learning with technological tools. Overall, the synergy between outdoor education and technology creates a powerful, multimodal framework for geographical learning that supports knowledge development, emotional engagement and environmental responsibility.

4. 4.Geography Matters, from Observation to Action: Remote Sensing, Hazard Understanding, and Climate Action Orientation in Pre-Service Teacher Education

   Eirini Chatzara¹, Panagiotis Agourogiannis², George Arhonditsis³, Apostolia Galani¹

   • ¹National and Kapodistrian University of Athens
   • ²University of the Aegean
   • ³University of Toronto
   Abstract

   As climate risks intensify, geography education is uniquely positioned to connect scientific knowledge, spatial thinking, and civic engagement. This study examines the impact of two inquiry-based STEM laboratory sessions on pre-service teachers' understanding of environmental hazards and their orientation toward climate action. The intervention integrated remote sensing and physical computing to investigate two real-world events: the 2023 Kleon heatwave and Evros wildfires, enabling participants to engage with satellite-derived data across spatial and temporal scales. A pre-to-post questionnaire design was employed with 304 pre-service teachers, measuring changes across three constructs: climate literacy, spatial and environmental hazard understanding, and climate action orientation. Composite scores were compared using the Wilcoxon signed-rank test; effect sizes are reported as Cohen's d. Results indicate statistically significant improvements across all three dimensions (all p < .001). The largest gains emerged in spatial and environmental hazard understanding (d = 0.54) and climate action orientation (d = 0.68), with more modest but meaningful growth in climate literacy (d = 0.28). At the item level, the strongest effects were found in participants' understanding of forest fire dynamics and the climate-wildfire relationship, suggesting that satellite-based inquiry is particularly effective at linking atmospheric processes to landscape-scale hazard outcomes. Gains in action orientation were more pronounced for structural and collective strategies such as building insulation, public transportation, and renewable energy transition than for individual lifestyle behaviors. These findings suggest that geography education, grounded in real-world spatial data and place-based inquiry, can serve as a powerful bridge between scientific understanding and climate agency. The stronger effect sizes for hazard comprehension and collective action orientation point to the potential of remote sensing pedagogy to foster systemic environmental thinking in future educators.