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.
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
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
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
Using COVID-19 as a vehicle for enabling geographical thinking in teacher education
This article describes a curriculum innovation conceptualized in the March/April 2020 COVID-19 lockdown and implemented over a six-month period (April to September 2020). Written from a position of hindsight, the article responds to the question: How can the geography of the COVID-19 pandemic enable teachers’ geographical thinking? More specifically, it addresses the need for practical ‘how to’ examples of responsive geography education curriculum making processes and pedagogical approaches employed in teacher education in the context of the COVID-19 pandemic. The article begins by describing how, despite the many challenges faced across education sectors, COVID-19 was able to be used as a ‘teachable moment’ in the geography module of the Understanding the Social and Physical World course offered in the Bachelor of Education (Foundation Phase Teaching) qualification at a South African university. The article describes the curriculum design and conceptual framing, revealing how the constructivist epistemology used was employed to elicit, build on, and expand the students’ knowledge of the pandemic from a geographical perspective. This article critically reflects on how I used COVID-19 content to conceptualize and implement a curriculum that was responsive to the context in which we found ourselves while maintaining disciplinary integrity. In showcasing select examples of how this was achieved, the paper offers insights on the lessons learned which may stimulate curriculum innovation and pedagogical responsiveness in other geography teacher education programmes.
Copyright (c) 2023 Di Wilmot https://creativecommons.org/licenses/by-nc-sa/4.0
Measuring the Accuracy and the Potential for Standardizing Students’ Evaluations of Teaching: The Use of Measurable Bench-Marking Questions
Student evaluations of teaching (SETs) are widely used to quantitatively assess the competence of university lecturers. SETs can be used formatively to direct lecturers in improving their teaching, and more summatively in determining the suitability of a candidate for employment, confirmation in post or tenure, promotion, and performance-based salary adjustment or reward. The validity and suitability of SETs remains heavily contested, yet few papers provide workable recommendations to improve the validity of the tool or the interpretation. This results in perpetuating distrust for SETs, and, in cases, lecturers behaving to artificially enhance their scores. We present a method to assess the accuracy of SETs, either informally by the lecturer in understanding the outputs, or formally by the administrative body that distributes SETs and their scores. We provide recommendations for standardizations of score outputs using bench-marking questions that can highlight biased responses, and to adjust output scores and assessment selections accordingly.
Copyright (c) 2023 Jennifer Fitchett, Professor Craig Sheridan https://creativecommons.org/licenses/by-nc-sa/4.0
Environmental Education efforts in a rural drought-prone district in Zimbabwe: Micro innovations with growth potential
In Sub-Saharan Africa, climate change is evident due to the frequency of drought cycles. This paper explores the Environmental Education (EE) efforts for reducing the impact of climate change in drought prone Gwanda district, Zimbabwe. The paper focuses on how climate change mitigation and adaptation stakeholders within the community can initiate EE programs which have the potential to be upscaled to macro innovations. A qualitative interpretive case study approach was used with three data generation tools (interviews, a focus group discussion and document analysis). The sample comprised 38 participants. The study was guided by the Sustainable Rural Livelihoods Framework (1998). The study revealed that for EE programmes to be effective, they have to harness local factors. The study found that formal field days, information and skills sharing among neighbours during letsema/lidaba and Indigenous Knowledge Systems were micro innovations with growth potential to build farmers’ generative resilience to climate change.
Copyright (c) 2022 Arorisoe Sibanda, Sadhana Manik https://creativecommons.org/licenses/by-nc-sa/4.0/
The relationship between the teaching experience of South African geography teachers and their involvement in self-directed professional development activities
This study explores the relationship between teaching experience of geography teachers and their involvement in self-directed professional development (SDPD) activities to enhance their geography knowledge, skills and attitudes, understanding and development in the geography curriculum areas, as well as teaching and learning practices. A non-experimental survey design was employed in the study. Grade 10 to 12 geography teachers (n = 130) from the Dr Kenneth Kaunda and Bojanala Platinum districts in the North West province in South Africa with different amounts of teaching experience in geography education who attended the scheduled geography meeting with their respective subject advisors, completed a questionnaire on SDPD activities in geography education, developed by the researcher. The analysis of the results did not establish any relationship between geography teachers’ teaching experience and their involvement in SDPD activities. In this study the practical significance was calculated to indicate whether the difference between the geography teachers with different teaching experiences and their involvement in SDPD activities is large enough to have an effect in practice. Medium to small practically significant differences between early-, mid- and late-career geography teachers’ involvement in reading articles and books, watching videos, consulting role-players and experimentation were reported. Interestingly, medium practically significant differences were reported between mid-career and late-career geography teachers in conducting self-directed research in geomorphology, development geography and geographical information systems.
self-directed professional development activities
Copyright (c) 2022 Aubrey Golightly https://creativecommons.org/licenses/by-nc-sa/4.0/
Using TikTok, memes, and YouTube in the geography classroom
This study aimed to interrogate the place of TikTok, memes, and YouTube in the geography classroom. The literature reviewed constructed today’s learner as one born within a digital age. This qualitative study was guided by the theory of multimedia learning and the continuum of meaning. The study fell under the interpretivist paradigm. Data was generated using artefact-based interviews. The study established that YouTube, TikTok, and memes enhance geography teaching in the 21st-century classroom. It was also noted that YouTube, memes, and TikTok appeal to multiple senses and promote effective learning. The study also identified benefits and pitfalls in integrating TikTok, memes, and YouTube in teaching geography. Drawing from the findings, this paper recommends that learners’ prior knowledge inform ICT integration in the geography classroom of the tools used to teach.
Copyright (c) 2022 Kudzayi Savious Tarisayi https://creativecommons.org/licenses/by-nc-sa/4.0/
Namibian secondary-level school learners’ lived experiences of Physical Geography
In Namibian schools, structured and organised outdoor learning opportunities are not accessible to everyone or equally distributed. All Namibian learners do, however, have access to lived experiences outside of school and are exposed to different everyday environments. Learners’ lived experiences are not always recognised by teachers as a potential and relevant geographical resource for teaching and learning. The aim of this research was to analyse the reported geographical lived experiences of secondary school learners from Namibia to establish the role of their lived experiences in the acquisition of geographical consciousness. In total, 28 Grade 11 learners from five Namibian government secondary schools in Otavi, Rundu, Keetmanshoop, Walvis Bay and Windhoek were involved in the research. Attention was paid to whether and how exposure to lived experiences led to the visualisation and awareness of geographical place, space, concepts, and processes. The findings revealed that each participant’s lived experiences and the interpretations of their lived experiences are unique.
interpretative phenomenological analysis
Copyright (c) 2022 Tiani Wepener https://creativecommons.org/licenses/by-nc-sa/4.0/
Exploring geo-literacy in museum educational programmes at the Iziko Museums in Cape Town, South Africa
The Iziko Museums of South Africa are a group of 11 museums located in Cape Town. This article provides an overview of possible applications of geo-literacy in a museum context. The use of geographical tools in exhibitions and educational programmes at the museum is evaluated with reference to place, spatial processes, spatial distribution patterns, and human-environment interactions. The museums’ collections, research activities and exhibitions can support the school curriculum and also enhance cultural sensitivity, stimulate dialogue, and encourage problemsolving. The activities at the Iziko Museums of South Africa have the potential to enhance and support the development of personal responsibility to learn from the past and contribute to creating a better future for all. Museum educators and curators should therefore further explore and implement strategies to include geo-literacy when developing exhibitions and educational programmes in their unique context.
Copyright (c) 2022 Anna de Jager, Hylton Howard Arnolds https://creativecommons.org/licenses/by-nc-sa/4.0/
Incorporating indigenous knowledge in the teaching of weather and climate in primary school classrooms in KwaZulu-Natal, South Africa
One of the challenges related to the teaching and learning of weather and climate in the social sciences is the somewhat abstract nature of these concepts. Incorporating indigenous knowledge (IK), a form of prior knowledge that learners acquire from communities and passed down through generations, can assist in making learning meaningful and relevant. Using a qualitative research design, we firstly explore the type of IK related to weather and climate practiced in a local rural community to identify the overlapping knowledges of community elders and Grade 5 social sciences teachers. Secondly, we set out to determine how these teachers view the incorporation of IK in the teaching of weather and climate. Finally, we show how teachers perceive the relationship between IK and scientific knowledge.The data confirms that there is a shared awareness, among the community members and teachers, of the rituals and practices associated with weather and climate in this area. Teachers do see the value of integrating IK into the lessons pertaining to weather and climate in their primary school classroom as it allows them to activate learners’ prior knowledge and connects the classrooms to the communities from which the learners come. The data shows that teachers largely support the blending of IK with scientific knowledge in their classrooms in order both to activate prior knowledge and to address misconceptions. It is therefore important to create constructivist learning environments in classrooms that encourage debate and dialogue and which do not pitch IK and scientific knowledge against one another.
Copyright (c) 2022 Khanyisile Selepe, Sarita Ramsaroop, Andy Carolin https://creativecommons.org/licenses/by-nc-sa/4.0/
Geomorphology from ‘on high’: The use of drones/ UAV technology in teaching soil erosion
Unmanned Aerial Vehicles (UAV) are increasingly being utilised in scientific research endeavours and considered for field-based experiential education. UAVs are making it safer and less complex for a researcher to conduct scientific studies in a cheaper and faster manner compared to contemporary methods. In this study, a UAV was used to determine how effective the onboard camera’s resolution would compare to aerial imagery and how this can be utilised in the educational field. The UAV was flown at various heights above the ground imaging a Pixel Density Reference Chart (PDRC), to determine the most appropriate height to obtain the highest quality image. At a height of 100 m above ground level, the on-board 4k camera provides pixels, which each cover a ground area of 5 cm x 5 cm. At this height, the onboard camera covers a total ground area of approximately 30 000 m2. With the ability to monitor erosional landforms and the capability to duplicate the image position for comparing images over time, UAVs can be critical spatial tools in illustrating landform features. The UAV can be a critical tool for an educator, to assist in teaching and improving students’ knowledge of the processes behind soil erosion, image capturing, geo referencing and GIS.
Copyright (c) 2021 L. Riddle, T. Hill, B. Gijsbertsen https://creativecommons.org/licenses/by-nc-sa/4.0/
Keith Beavon was said to be ‘a born teacher’. Adding to his innate teaching ability were benefits from his unusual school education. As the son of a magistrate, he moved often and attended eight different schools! He was certainly exposed to a wide variety of teaching styles. But why did he choose Geography specifically?
Copyright (c) 2021 John Earle https://creativecommons.org/licenses/by-nc-sa/4.0/
Professor Johann Dreyer referred to himself as “Mooi Johann”. It was fun to watch peoples’ stunned reaction as he introduced himself to them for the first time. “Mooi Johan” directly translated from Afrikaans to English would equate to “Beautiful Johann”. Their confusion and disbelief probably caused by dissonance was immediately followed by laughter and lighthearted banter as the icy barrier between strangers vapourised. He made everyone feel comfortable in his presence.
Copyright (c) 2021 Mark van Heerden https://creativecommons.org/licenses/by-nc-sa/4.0/