Exploring Opportunities and Challenges for Integrating Geographical Information System (GIS) into Geography Teaching and Learning at Secondary Schools in Lesotho

Abstract

GIS is regarded as one of the most powerful teaching resources for geography education, and has been integrated into geography curriculum at schools in many countries. However, GIS is not yet part of geography curriculum in Lesotho. Instead, there is advocacy for GIS integration because several policies and official documents call for integration of ICT in education. The objective of the study was to explore the opportunities and challenges for integrating GIS into the teaching and learning of geography in Lesotho. To achieve this objective, the study posed four research questions, focusing on the teachers’ understanding and benefits of GIS for geography education as well as factors influencing and measures taken to promote integration of GIS at schools. The methodological procedures for the study were premised on the quantitative approach, thereby adopting a descriptive survey to explore teachers’ perspectives regarding GIS integration at schools. Besides, the data were gathered through a questionnaire, transcribed and analysed through descriptive statistics. The findings of the study, therefore, revealed that there are both opportunities and challenges for integrating GIS into the teaching and learning of geography in Lesotho. In particular, schools have proper infrastructure such as electricity, internet connectivity, and computer laboratories geared towards enhancing integration of GIS. Also found is teachers’ willingness to integrate GIS into their lessons, coupled with geography content which can be taught through GIS as well as ICT teaching at schools. The study also revealed that challenges such as teachers’ limited skills to use GIS, limited access to computer laboratories, high student-computer ratio and lack of GIS software are likely to impede the integration of GISnto geography education at schools.