Document Type
Article
Abstract
Geographical thinking is a cornerstone of modern geography education. Despite its universal value, no large-scale international study has systematically examined its integration into diverse curricular documents. This study investigates how geographical thinking is embedded in the curricula of nine countries, focusing on content and procedural dimensions. Using a structured analytical framework, the research reveals significant patterns and gaps, particularly the underrepresentation of place as a central concept, the lack of explicit focus on geographical thinking, and the limited emphasis on its procedural dimension. The findings emphasise the need for stronger interconnections between these dimensions to promote a more comprehensive approach to geographical thinking within different forms of curricula.
Digital Object Identifier (DOI)
Publication Info
Published in International Research in Geographical and Environmental Education, Volume 34, Issue 3, 2025.
Rights
© 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution License(http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
APA Citation
Bendl, T., Storrøsæter, H., Madsen, L. M., Trokšiar, D., de la Martinière, R., Liu, S., Serame, S., Mitchell, J. T., Bagoly-Simó, P., Duan, Y., & Kidman, G. (2025). An international perspective on geography curricula: Paving a way forward for geographical thinking. International Research in Geographical and Environmental Education, 34(3), 294–317.https://doi.org/10.1080/10382046.2025.2513535