A systematic review of the effectiveness of teaching geoecological issues to geography students using digital technologies

A systematic review, conducted following PRISMA 2020 guidelines and analyzing 64 articles, highlights the strategic importance of integrating digital technologies and active learning strategies into geoenvironmental education. The study specifically addresses the previous lack of systematic analysis regarding the effectiveness of these approaches for geography students, aiming to connect pedagogical methods with student training requirements.

Why it matters

The systematic evaluation of digital technology effectiveness in education is crucial for optimizing learning outcomes and ensuring curricula remain relevant. This research directly informs how educational institutions can strategically invest in and implement technology to better prepare students for future challenges, particularly in specialized fields like geoenvironmental studies.

Key insights

• Innovative pedagogical approaches, particularly in geoenvironmental issues, are recognized as a key direction in contemporary education.
• Despite widespread use of digital technologies and active learning, their effectiveness for geography students had not been systematically studied prior to this review.
• The review analyzed 64 relevant articles, with in-depth analysis of the most fully documented studies.
• The study's novelty lies in its comprehensive consideration of digital technology-based pedagogical approaches in geoenvironmental education, linking them to specific training requirements for geography students.
• The provided text is incomplete, and thus a full understanding of the review's results cannot be ascertained from this source.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1940081