Territory and geographic education

A critical model for Latin America based on BPL, augmented reality, and reflective self-assessment

Abstract

This doctoral research adopts a socio-critical approach to examine how pedagogical practices influence critical understanding of geographic space in secondary education, with particular emphasis on its territorial and environmental dimensions. The study employed qualitative methodology with purposive sampling across five public institutions in El Cerrito, Valle del Cauca (2024), involving 236 seventh-grade students. Through semi-structured interviews, focus groups, and classroom observations—analyzed using ATLAS.ti for semantic networks and co-occurrence analysis—the implementation of Teaching for Understanding (TfU) and active methodologies like Project-Based Learning (PBL) was examined. Key findings reveal: (1) a predominance of descriptive approaches limiting integration between physical and human components of geographic space; (2) emerging use of educational technologies (augmented reality, simulations) with positive impacts on spatial comprehension; and (3) greater effectiveness of strategies linking local issues (e.g., urbanization, climate change) with curricular content. These results align with recent studies (Huang et al., 2024; Morawski y Georgakaki, 2024) on the need for critical geographic pedagogies. The study concludes by proposing a teacher intervention model based on four pillars: (a) integration of emerging technologies, (b) ongoing formative assessment, (c) interdisciplinary projects with territorial focus, and (d) teacher training in critical geography. This framework aims to transform geographic education into a tool for developing civic and environmental competencies, aligned with SDGs 4.7 and 13.3.