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Help, my Geography is dying: Understanding and reversing the decline of Geography education in public universities in Nigeria
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South African Geography educators’ contributions to Geography Education: A perspective from the 35th International Geographical Congress, Dublin City University, Ireland, August 2024
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Barriers and opportunities in implementing climate change education in the FET Phase Geography curriculum in South Africa
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Geography teachers’ preparedness for ESD integration: Insights from Gauteng, South Africa
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Curriculum as a lived experience: A narrative visual analysis of Education for Sustainable Development in Geography teacher education in Eswatini
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Representation of Climate Change Adaptation in Geography Education Modules at the University of KwaZulu-Natal (UKZN)
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Exploring the integration of Artificial Intelligence into Geography education through a hybridised TPACK–Place–AI framework
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Land dispossession and reform: An optic into South African Grade 12 Geography textbooks
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Interactive exhibits for career awareness: A case study involving secondary school Geography learners in Limpopo, South Africa
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Learners' and Teachers' perspectives on the use of code switching in Geography teaching and learning
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Career transition support for learners with Down syndrome: A global scoping review (2013-2023).
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Vol 4, No 1 (2025)
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Table of Contents Vol 10 (2025)
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A critical reflection on the inclusion of spatial thinking in undergraduate Geography modules: A case study of selected South African universities
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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
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Rewiring learning: 25 years of digital literacy research in South Africa higher education
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Self-reflection and concept mapping as self-regulated learning strategies for learners in Online Open Distance e-Learning: A Bibliometric Review from 2014-2024
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Table of Contents Vol 16 No 1 (2025)
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Impact of learning-centred leadership practices on quality instruction of public primary schools in Gasabo District, Rwanda: A scoping review
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Beyond research output: The importance of research ethics for educational innovation and scholarly progress
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Geography's ability to interpret topographic maps and orthophotographs, adoption prediction, and learning activities to promote responsible usage in classrooms[1]
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Pre-Service Teachers’ Experiences with Virtual Reality Goggles as a Pedagogical Tool for learning Grade 4 Social Sciences (Geography)
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RETRIDOL’s Achievements under the Leadership of Professor Olufemi Peters (2021 to 2025)
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Assessment of Geography Grade 10 learners’ environmental attitudes and values in selected secondary schools in Lesotho through the lens of the New Ecological Paradigm
