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Open research questions in Geography Education and Pedagogy

298 gap statements mined from Geography Education and Pedagogy papers in our 7.9M-paper local library, which holds 3,675 papers on the topic — drawn mostly from each paper's own stated research gap, future-work, challenge and limitation notes, and its abstract. The ones listed below are a selection still marked open; each names the study that raised it, with a DOI link where the paper has one.

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What the literature leaves open

  • Future research should investigate a broader range of learning outcomes and systematically report teacher characteristics, implementation fidelity, technological infrastructure, and pedagogical approaches to clarify the conditions under which GIS applications are most effective. Thus, other study- and implementation-related characteristics may contribute to the heterogeneity and should be examined in future research.

    The Effectiveness of Geographic Information Systems in Social Studies Education: A Mixed-Meta Synthesis of Academic Achievement and Qualitative Learning Outcomes · 2026 · DOI

  • This finding supports Laiskhanov and Seminar’s (2026) assertion that the pedagogical integration of GeoAI into geographic education remains insufficiently systematized.

    A model for enhancing the quality of geography education based on the integration of Artificial Intelligence and Geographic Information Systems · 2026 · DOI

  • Limitations still remain regarding user familiarity, hardware constraints, and viewpoint control functions. Future improvements may focus on interactive learning design, providing step-by-step guidance and cross-platform deployment to further strengthen instructional outcomes and promote broader adoption in geography education.

    Development of a Virtual Drone System for Exploring Natural Landscapes and Enhancing Junior High School Students’ Learning of Indigenous Settlement Site Selection · 2025 · DOI

  • Virtual reality (VR) is an educational alternative to in situ field trips that addresses some of these limitations of funding, transportation, equitable access, and safety. We argue that virtual experiences are necessary to bring rich, iconic, real-world examples of physical geography into classrooms.

    Designing Virtual Pathways for Exploring Glacial Landscapes of Glacier National Park, Montana, USA for Physical Geography Education · 2024 · DOI

  • First, to avoid the blind exploration of ICH that is not fit for education, it is necessary to determine ICH that could be explored based on ICH resource conditions before exploration. Thirdly, the representativeness and typicality of the phenomenon (C3) and applicability of teaching cases (C4) are insufficient.

    Research on the Educational Tourism Development of Intangible Cultural Heritage: Suitability, Spatial Pattern, and Obstacle Factor · 2024 · DOI

  • The very limited representation of chemistry, and the absence of physics as a distinct disciplinary focus, suggest that the potential of field trips for learning scientific phenomena that are not traditionally associated with environmental education remains insufficiently investigated.

    Learning Without Walls: A Systematic Review of Evaluation Approaches and Educational Outcomes in Chemistry and Science Field Trip Research · 2026 · DOI

  • To enhance geography education using maps, this issue needs to be investigated in more detail in future research.

    Evaluating Digital Map Utilization and Interpretation Skills of Students · 2025 · DOI

  • The challenge of conveying accurate science to public viewers is a significant gap in contemporary geoscience. The need for scientists to engage with public audiences and provide authentic demonstrations of scientific methods is a gap in current science communication practices.

    The 2024 Collectors Tour: A Case Study in Field-Based Geoscience Communication · 2026 · DOI

  • Further studies should investigate the effectiveness of curriculum modernization and strengthened career awareness initiatives in revitalizing Geography education. Research should explore the impact of industry-university collaborations on students' career prospects. Studies should examine the role of Geography education in promoting sustainable development and environmental management.

    Help, my Geography is dying: Understanding and reversing the decline of Geography education in public universities in Nigeria · 2026 · DOI

  • The media pembelajaran GeoRAJA is still in the development stage and has not been validated or tested. The media is limited to the use of citra satelit from Sentinel-2 and Landsat-8.

    GeoRAJA: Desain dan Pengembangan Media Pembelajaran Geografi Materi Penginderaan Jauh Berbasis Web Interaktif untuk SMA · 2026 · DOI

  • The lack of consideration for the socio-spatial context in which AI-enhanced WIL is implemented. The need for a framework for inclusive AI-enhanced geographical WIL. The potential for AI-enhanced WIL to perpetuate existing inequalities if not designed with equity in mind.

    Bridging the Digital Divide: Equitable Access to AI-Enhanced Geographical Work Integrated Learning in Marginalised Landscapes · 2026 · DOI

  • The lack of teachers-specialists in GIS. The limited number of hours allocated to GIS study.

    IMPROVING THE QUALITY OF GEOGRAPHY TEACHING IN GENERAL SECONDARY EDUCATION INSTITUTIONS BY MEANS OF GEOGRAPHIC INFORMATION SYSTEMS · 2026 · DOI

  • There is a need for further research on the integration of GIS into space science education. The paper identifies a gap in the understanding of the application of GIS tools in various educational settings.

    Geographic Information Systems for Space Science Education: A Review · 2026 · DOI

  • There is a lack of research on transformative learning that involves proactive engagement with risk reduction and mitigation and that engenders an ethic of care. There is a lack of research on critical engagement with sensitive and often contested issues such as land reform, health inequalities, and climate change. There is a need for more research on the use of geospatial and GIS technologies in Geography Education.

    A scoping review of Geography Education Research in South Africa, 2014-2025 · 2026 · DOI

  • Future research can explore the integration of digital twins into Geography Practice Halls. The study suggests expanding practice halls into interdisciplinary hubs to strengthen curriculum coherence.

    A Study on the Development and Application Paths of High School Geography Practice Halls under the “Three New” Context · 2026 · DOI

  • The paper highlights the need for more research on the effectiveness of different practices in urban and rural schools.

    A Study on the Development and Application Paths of High School Geography Practice Halls under the “Three New” Context · 2026 · DOI

  • The lack of awareness of soil importance among university students. The need for a framework for experiential learning, connecting geomorphological features, land-use history, and soil functions.

    Pedogeological field walks within the university campus as a strategy to incorporate urban soils to the curricula of various degree programs · 2026 · DOI

  • Transforming a deeply established educational system requires empirical evidence demonstrating the value of alternative learning environments. The paper mentions that some students claimed that they had not learned anything during the field trip. The paper also notes that there is a need for more research on field trips in chemistry education.

    Learning Without Walls: A Systematic Review of Evaluation Approaches and Educational Outcomes in Chemistry and Science Field Trip Research · 2026 · DOI

  • The study addresses the gap by leveraging INVALSI-SNV data and accounting for methodological challenges.

    Revisiting the geography of grading standards: Evidence from Italian provinces · 2026 · DOI

  • The need to adapt traditional in-person teaching methods to online formats. The challenge of controlling students' use of online content and preventing cheating in online exams.

    Preventing a groundwater divide: Ensuring quality hydrogeology education for all in the age of online coursework following the COVID-19 pandemic · 2026 · DOI

  • Future research could examine how teachers use these materials, which NOS elements they make more explicit or leave unaddressed, and how students interpret the resulting instruction.

    The nature of science in Chinese senior secondary geography textbooks under the context of sustainable development: Identifying the gaps and seeking reform · 2026 · DOI

  • The study identifies the challenge of limited statistical power due to the relatively limited number of studies included in the meta-analysis. The study also identifies the challenge of small sample sizes in some moderator categories, which may have limited the generalizability of the findings.

    The Effectiveness of Geographic Information Systems in Social Studies Education: A Mixed-Meta Synthesis of Academic Achievement and Qualitative Learning Outcomes · 2026 · DOI

  • The development of spatial thinking competence among students remains suboptimal. Many geography learning practices still emphasize memorization rather than conceptual understanding.

    Developing Spatial Thinking Competence and Sustainability Awareness through Geography Learning: A Systematic Literature Review · 2026 · DOI

  • Investigate the Inquiry Model's effectiveness across different subjects and grade levels - Explore long-term impacts of the Inquiry Model on students' geo-literacy - Conduct a comparative study with more diverse sample…

    PENGARUH MODEL INKUIRI TERHADAP GEOLITERASI SISWA PADA MATERI POTENSI SUMBER DAYA ALAM DI SMP NEGERI 3 SOREANG · 2026 · DOI

  • The paper identifies a gap in research comparing the Inquiry Model with Discovery Learning in enhancing geo-literacy among junior high school students.

    PENGARUH MODEL INKUIRI TERHADAP GEOLITERASI SISWA PADA MATERI POTENSI SUMBER DAYA ALAM DI SMP NEGERI 3 SOREANG · 2026 · DOI

Most-cited papers in Geography Education and Pedagogy

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Open questions raised by papers listed on this page include: (1) Further studies should investigate the effectiveness of curriculum modernization and strengthened career awareness initiatives in revitalizing Geography education (“Help, my Geography is dying: Understanding and reversing the decline of…”, 2026); (2) The lack of consideration for the socio-spatial context in which AI-enhanced WIL is implemented (“Bridging the Digital Divide: Equitable Access to AI-Enhanced Geographical Work…”, 2026); (3) There is a need for further research on the integration of GIS into space science education (“Geographic Information Systems for Space Science Education: A Review”, 2026); (4) There is a lack of research on transformative learning that involves proactive engagement with risk reduction and mitigation and that engenders an ethic of care (“A scoping review of Geography Education Research in South Africa, 2014-2025”, 2026); (5) Future research can explore the integration of digital twins into Geography Practice Halls (“A Study on the Development and Application Paths of High School Geography…”, 2026). 298 gap statements have been mined from Geography Education and Pedagogy papers in our 7.9M-paper local library, which holds 3,675 papers on the topic; the gaps come from whichever of those papers state one. They are mostly the research gaps the authors state and the papers' abstracts, plus future-work, limitations and challenges passages. The ones listed below are a selection still marked open; each names the study that raised it, with a DOI link where the paper has one, so you can read the original claim in context.

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