Frontiers in Education

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Developing interdisciplinary and meta-subject competencies in school geography: a systematic review of digital and mobile learning approaches
(Frontiers Media, 2026-09-30)
A. M. Sarsebayeva
;
N. (Nurbol) Usenov
;
Bakhadurkhan Sh. Abdimanapov
;
Mukhamedrakhim Kursabayev
;
Kulash Mamirova
The integration of digital and mobile learning approaches into school geography has become an important direction of pedagogical innovation in recent years, however, how these approaches systematically develop interdisciplinary and meta-subject competencies remains insufficiently theorized and empirically developed. Although individual studies have demonstrated the pedagogical potential of geospatial technologies, mobile augmented reality, immersive virtual environments, and artificial intelligence-based platforms, no previous review has conducted a comprehensive, systematic analysis of this body of evidence, linking it to the cross-curricular and meta-subject competency frameworks that are central to the reform agenda for national and international curricula. The proposed study fills this gap through a systematic review conducted according to PRISMA 2020 requirements: Ninety-one peer-reviewed studies published between 2020 and 2025 were included, selected from the Scopus database, and the level of agreement among the experts was confirmed with a κ = 0.79. The results of the analysis showed that GIS-based research, mobile augmented reality, and AI-supported learning tools make a measurable contribution to competencies such as spatial thinking, metacognitive regulation, systemic reasoning, and critical argumentation. These competencies are central both in international geography curricula and in post-Soviet interdisciplinary concepts. However, a persistent “policy–competency gap” was identified: curricular ambitions for high-level interdisciplinary teaching are often undermined by structural constraints, an insufficient pedagogical scaffolding, and the lack of validated assessment tools. Theoretical frameworks for digital competence development, such as Falloon's Teacher Digital Competency model and Chiu and colleagues’ needs-supporting institutional model, are not sufficiently applied in the context of geography. Based on this synthesis, a conceptual model is proposed that systematizes the conditions for the targeted integration of digital and mobile learning approaches in school geography with the aim of developing interdisciplinary and transdisciplinary competencies, along with priority directions for future empirical research and curriculum design.
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A systematic review of the effectiveness of teaching geoecological issues to geography students using digital technologies
(Frontiers Media, 2026-09-09)
Ainur Murzinova
;
Sagyngali Kalkashev
;
Damezhan Sadykova
;
Nurbol Ussenov
;
Assan ZHELDIBAYEV
The introduction of innovative pedagogical approaches to teaching geoenvironmental issues is considered one of the key directions of contemporary educational practice. Although digital technologies and active learning strategies are widely used, their effectiveness in the context of teaching geography students has not been systematically studied. This systematic review was conducted in accordance with the PRISMA 2020 guidelines: 64 relevant articles were selected, and from these, the most fully documented studies were taken for in-depth analysis. The novelty of the study lies in its comprehensive consideration of pedagogical approaches to digital technologies in geoenvironmental education, linking them to the requirements for the training of geography students. The results show that geospatial tools and immersive technologies are widely used, but that the outcomes are often limited to short-term affective indicators, indicates a lack of rigorous designs that isolate the technology's independent contribution, and that teacher preparation and institutional support remain a persistent barrier. The study proposes a conceptual model that integrates digital technologies, experiential learning, and interdisciplinary integration, and includes concrete recommendations for teachers and policymakers.

Frontiers in Education

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