Editorial: Contemporary Issues in Geography Education: Philosophy, Pedagogy and Practice
This issue of HSSE Online is anchored by the theme “Contemporary Issues in Geography Education: Philosophy, Pedagogy and Practice.” The collection brings together a set of articles that collectively examine how Geography education in Singapore is being shaped—and reshaped—by ongoing developments in disciplinary thinking, classroom practice, and broader socio-technological change. While the contributions differ in focus, they are united by a shared concern: how educators interpret, translate, and enact geographical knowledge in ways that remain meaningful and responsive to contemporary educational demands.
Several articles foreground the importance of interrogating the epistemological foundations of Geography as a discipline. Ryan Teo’s article highlights how teachers’ underlying assumptions about geographical knowledge influence the ways sustainability is framed and taught in the classroom . By drawing attention to the interplay between positivistic, humanistic, and critical traditions, the article reminds us that Geography education is not philosophically neutral, but shaped by competing ways of knowing. This concern is further extended in Clement Tan’s discussion of the tensions within the curriculum, where differing geographical traditions may lead to fragmented representations of sustainability. Together, these contributions underscore the need for educators to develop greater philosophical clarity and intentionality in their practice, particularly when engaging with complex and evolving concepts.
The issue also highlights how curricular intentions are mediated through teaching and learning processes. Ng Wen Xin’s exploration of the intended, enacted, and experienced curriculum provides a valuable lens for understanding how policy aspirations are translated into classroom realities. The article foregrounds the role of teachers as key mediators of curriculum, whose decisions and interpretations shape students’ learning experiences in significant ways. Complementing this perspective, Cheak Su Peng’s study on the use of thinking anchors offers a concrete example of pedagogical innovation. By demonstrating how structured scaffolds can enhance students’ responses to data response questions, the article illustrates how deliberate instructional design can strengthen disciplinary thinking and improve learning outcomes.
At the level of practice, this issue also engages with emerging challenges and opportunities facing Geography educators. Chua Yan Yu’s article on the use of artificial intelligence in Geography classrooms presents a timely examination of how new technologies are influencing teaching and learning. While AI offers clear benefits in terms of efficiency and access to information, the study raises important questions about its limitations in fostering empathy, ethical reasoning, and deeper engagement with sustainability-related issues. This contribution invites educators to critically reflect on how technological tools are integrated into practice, and to consider how they can be used in ways that support, rather than dilute, the broader aims of Geography education.
Taken together, the articles in this issue reflect the dynamic and evolving nature of Geography education. They highlight a field that is simultaneously engaging with foundational philosophical questions, refining pedagogical approaches, and responding to new and emerging challenges in practice. More importantly, they reaffirm the central role of educators as reflective practitioners who navigate these intersections—making informed decisions about what to teach, how to teach, and why it matters.
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