A Review towards Enhancing Geospatial Technologies in South African Rural Education

Abstract

This study investigates the geospatial technologies in the South African rural schools. Despite the increasing importance of geospatial technologies, there is inadequate research examining their integration into rural education curricula. This gap in the literature raises questions about the effectiveness of current pedagogical practices in fostering proficiency in utilizing geospatial technologies among students preparing for careers in this field. The rationale behind this study lies in recognizing the critical role that geospatial literacy plays in contemporary professional practice. By identifying effective pedagogical practices, educators can enhance teaching and learning experiences, ultimately improving student outcomes, and the study addresses the broader societal need for skilled geospatial professionals in South African rural schools. The study employed a Systematic Literature Review (SLR) on geospatial technologies in South African rural schools. In addition, the inclusion and exclusion research design were adopted for the study, while the social constructivism theory guided the study. The review process resulted in a detailed analysis of 54 relevant articles utilized for the study. The findings reveal that the challenges to utilizing GIS in South African rural education curricula are multifaceted, encompassing infrastructural deficiencies, limited access to technology and resources, lack of teacher training, curriculum integration issues, The findings contribute to understanding how proficiency in geospatial technologies can be enhanced through innovative teaching methods, addressing the growing demand for geospatial skills in various professional domains. This study recommends the enhancement of geospatial technologies rural education programs and standardizing geospatial curriculum frameworks, hands-on learning experiences, and interdisciplinary collaborations.