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Developing interdisciplinary and meta-subject competencies in school geography: a systematic review of digital and mobile learning approaches
Автор(ы)
A. M. Sarsebayeva
N. (Nurbol) Usenov
Bakhadurkhan Sh. Abdimanapov
Mukhamedrakhim Kursabayev
Sagyngali Kalkashev
Yerlan Issakov
Dávid Dénes Lóránt
Дата публикации
30 сентября 2026 г.
Тип
review article
Издатель
Frontiers Media
Журнал
Том
11
ISSN
2504-284X
Аннотация
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.
Темы
Области науки (FoS)
Файл(ы)![Изображение-миниатюра]()
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Название
W7214931842.pdf
Описание
Полный текст в открытом доступе, лицензия cc-by; источник: https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2026.1902408/pdf
Размер
2,76 MB
Формат
Adobe PDF
Контрольная сумма
(MD5):91bb4d91c5eb17888903bd8e516b7ccf