Featured Articles

Abstract The rise of AI tools has transformed the educational landscape in Singapore, offering unprecedented efficiency and access to information. This study examines the integration of AI in Geography classrooms, a subject where inquiry-based learning and sustainability education form the core. Interviews with four Geography teachers revealed that while AI supports content mastery, information retrieval, […]

Abstract This article examines the impact of structured thinking anchors on Singapore students’ ability to respond effectively to data response questions (DRQs) in geography. Through a seven-week action research study using the OHLA (Overall, Highest, Lowest, Anomaly) thinking anchor with Secondary 1 Express (G3) and Normal (Academic) (G2) students in 2022, this research demonstrated significant

Abstract This paper examines the strengths and constraints of the Singapore Secondary Geography curriculum in advancing sustainability education and suggests that current approaches to sustainability can lead to simplified representations of climate solutions, limited engagement with social and ethical trade-offs, and insufficient attention to unequal impacts across places and communities, even within student-centred classroom contexts.Drawing

Abstract Geography occupies a distinctive position in educational curriculum, often being tasked with the role of educating and advancing student knowledge in sustainability. However, contrasting geographical traditions, particularly positivism and humanism, has shaped the framing of sustainability in Singapore’s secondary school geography syllabuses. A close examination of the syllabuses reveals that although sustainability exists as

Abstract Geography education in Singapore has evolved alongside national priorities, shifting toward a concept-based curriculum centred on sustainable development. This paper argues that the effectiveness of sustainability education partly depends on teachers’ underlying philosophical assumptions about geographical knowledge. The current syllabus reflects an interplay of positivistic, humanistic and critical traditions, requiring educators to navigate multiple