The Impact of Teachers on the Utilization of Maps and Atlases as Cartographic Resources among Primary School Pupils: Example of North Macedonia

This study examines the role of teachers in facilitating the effective implementation of maps and atlases as educational tools within the primary school setting. By investigating the influence of teachers on the utilization of cartographic resources, the study aims to provide insights into the pedagogical strategies employed by teachers and their impact on enhancing children's spatial literacy skills. The research employs a mixed-methods approach, including pre-atlas questionnaire and post-atlas questionnaire for primary school teachers to gather data on teachers' practices, perceptions, and instructional techniques. Findings from this research will contribute to the development of evidence-based recommendations for teachers and policymakers seeking to optimize the use of maps and atlases in primary school curricula. Simultaneously, the outcomes of this study will be correlated with the pressing requirement to develop an atlas specifically tailored for primary school pupils, aiming to address the current dearth of such resources within the educational system. The two questionnaires administered to primary school teachers are aligned with the hypotheses and research questions formulated within the framework of the diploma study. Subsequently, a discussion ensued regarding the validation or refutation of these hypotheses based on the obtained results. The impact of teachers on the integration of cartographic materials within the classroom setting appears to be of paramount significance.