Channels A critical reflection on the inclusion of spatial thinking in undergraduate Geography modules: A case study of selected South African universities
Representation of Climate Change Adaptation in Geography Education Modules at the University of KwaZulu-Natal (UKZN)
Help, my Geography is dying: Understanding and reversing the decline of Geography education in public universities in Nigeria
South African Geography educators’ contributions to Geography Education: A perspective from the 35th International Geographical Congress, Dublin City University, Ireland, August 2024
Scaffolding word problem-solving instruction: Leveraging critical thinking and mathematics vocabulary
Assessment of Geography Grade 10 learners’ environmental attitudes and values in selected secondary schools in Lesotho through the lens of the New Ecological Paradigm
Learners' and Teachers' perspectives on the use of code switching in Geography teaching and learning
A scoping review of Geography Education Research in South Africa, 2014-2025
Land dispossession and reform: An optic into South African Grade 12 Geography textbooks
Geography teachers’ preparedness for ESD integration: Insights from Gauteng, South Africa
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
Exploring the integration of Artificial Intelligence into Geography education through a hybridised TPACK–Place–AI framework
Barriers and opportunities in implementing climate change education in the FET Phase Geography curriculum in South Africa
Curriculum as a lived experience: A narrative visual analysis of Education for Sustainable Development in Geography teacher education in Eswatini
Interactive exhibits for career awareness: A case study involving secondary school Geography learners in Limpopo, South Africa
Pre-Service Teachers’ Experiences with Virtual Reality Goggles as a Pedagogical Tool for learning Grade 4 Social Sciences (Geography)
Geography's ability to interpret topographic maps and orthophotographs, adoption prediction, and learning activities to promote responsible usage in classrooms[1]
Academic Reading Engagement and Associated Challenges among Second-Year Social Science and Humanities Undergraduate Students at the University of Gondar, Ethiopia
The NOUN Transformative Journey: A Personal Reflection
Students’ perspectives on writing an argumentative essay in an academic literacy module
Management of ODL Systems: Reflections on the Indian Experience
Reflective Piece by Professor Puleng LenkaBula
Re-Thinking Optimal Flipped Learning and Flipped Research in Open and Distance Learning Domains
Enhancing Learner Support at the National Open University of Nigeria: A Critical Analysis of E-Ticketing Implementation
Unpacking classroom participation among undergraduates: The role of collaborative learning and peer assessment
