Abstract:
Contemporary geographical education increasingly recognizes the transformative potential of
geospatial technologies, with platforms like Google Earth offering unparalleled opportunities for
immersive visualization and spatial analysis. However, Sri Lanka's advanced-level geography
instruction persists in utilizing static two-dimensional pedagogical approaches, creating a
significant disconnect between current practices and evolving educational standards that
emphasize spatial reasoning and environmental competencies. This research employs a rigorous
mixed-methods design to investigate the complex barriers to technology integration, combining
systematic classroom observations, in-depth interviews with 30 geography teachers, and
comprehensive surveys of 315 students across diverse schools and geographical contexts.
Analytical results identify three primary impediments: (1) substantial deficiencies in teacher
technological pedagogical content knowledge (TPACK) specific to geospatial applications, (2)
critical infrastructure limitations disproportionately affecting rural schools, and (3) an exam-driven
curriculum framework that systematically disadvantages innovative teaching methodologies. While
a minority of technologically proficient instructors have successfully implemented Google Earth
to enhance spatial cognition and student engagement, widespread adoption remains constrained
by institutionalized resistance to pedagogical innovation and structural inequities in resource
distribution. These challenges manifest most acutely in regional and rural educational settings,
exacerbating existing disparities in technology-enhanced learning opportunities. The study's
findings necessitate a comprehensive reform agenda comprising: (a) differentiated teacher
professional development programs focused on geospatial technology integration, (b) strategic
infrastructure investments with explicit equity considerations, and (c) fundamental curricular
restructuring to privilege competency development over content memorization. Such
interventions would facilitate the meaningful incorporation of geospatial technologies into
geographical education, enabling authentic, place-based learning experiences that cultivate essential
spatial literacies while addressing systemic inequities in Sri Lanka's educational landscape. This
research contributes both empirical evidence and practical frameworks for leveraging digital technologies to transform geographical education in developing contexts, with particular relevance
for education systems undergoing similar technological transitions.
