Abstract:
The 21st-century education paradigm necessitates integrating digital literacy into Geography
education, where geospatial technologies like GIS and data-driven methodologies are
transformative. Sri Lanka’s curriculum reforms prioritize digital competencies, yet Geography
teachers face systemic barriers, including unequal resource access, inadequate training, and
resistance to pedagogical innovation, raising readiness concerns. This study addresses a critical
research gap by examining educators’ preparedness, emphasizing implications for reducing
disparities between urban, rural, and estate schools. Digital literacy underpins essential
geographical skills-spatial analysis, critical thinking, and global awareness—making equitable
implementation urgent for policymakers, teacher educators, and practitioners. Despite progressive
policies, Sri Lankan teachers encounter multifaceted challenges: limited technical proficiency,
language barriers with English-dominated resources, insufficient pedagogical training, and
infrastructure deficits like unreliable internet and outdated hardware. Employing a mixed-methods
approach, the study surveyed 90 Geography teachers (stratified equally across urban, rural, and
estate schools), conducted 30 interviews, and observed classrooms to assess digital tool usage.
Quantitative analysis revealed stark disparities: 65% of urban teachers demonstrated digital
proficiency compared to 22% (rural) and 8% (estate), with 94% lacking formal training and 88%
in rural/estate schools facing severe device and connectivity shortages. Qualitatively, themes like
technological apprehension and reliance on self-directed learning via YouTube emerged, alongside
80% preferring traditional methods due to unfamiliarity or engagement concerns.
Recommendations include tiered professional development (foundational workshops to advanced
micro-credentials), public-private partnerships for infrastructure, localized adaptation of
international standards (e.g., ISTE), peer mentoring networks, and English-language upskilling
programs. By addressing infrastructural and pedagogical gaps, Sri Lanka can mitigate digital
inequities, fostering a model for global educational transformation. This research underscores the
urgency of systemic interventions to align teacher readiness with curriculum goals, ensuring
inclusive, technology-enhanced Geography education.
