School Geography under COVID-19: Geographical Knowledge in the German Formal Education

Area of Science:

• Geography Education
• Sociology of Education
• History of Education

Background:

• The COVID-19 pandemic introduced extraordinary measures impacting educational systems globally.
• Current debates in education focus on competence- and standard-based learning frameworks.
• Geography education faces unique challenges in adapting to new pedagogical demands.

Purpose of the Study:

• To explore changes in secondary geography teaching and learning due to the COVID-19 pandemic.
• To diagnose challenges related to geographical knowledge acquisition during the pandemic.
• To understand the impact of pandemic-related measures on geography teaching practices.

Main Methods:

• Utilized problem-centred interviews with 15 German secondary school geography teachers.
• Analyzed teacher perspectives on alterations in teaching since the COVID-19 lockdown.
• Employed analytical categories including general challenges, communication, media usage, and knowledge acquisition.

Main Results:

• Identified systemic challenges in secondary geography education.
• Uncovered significant alterations in geographical knowledge acquisition and teaching methods.
• Highlighted the need to redefine subject-specific knowledge within competence-based education frameworks.

Conclusions:

• Geography teachers' professional identity requires re-evaluation in the context of pandemic-induced changes.
• Perspectives on the role of geographical competencies need further consideration.
• The study provides insights into adapting geography education to future crises and evolving educational standards.