Adopting Problem-Based Learning to enhance Paper-based GIS teaching in a rural learning ecology

Paper-based GIS (PBGIS) teaching in schools has been a topic of considerable debate in the Geography literature. This article contributes to the discussion by offering a new perspective on teaching PBGIS in a rural learning ecology, specifically through Problem-Based Learning (PBL). Six Geography teachers from four schools in the UGU district, KwaZulu-Natal Province, South Africa, were selected to gain insights regarding how they adopted PBL to enhance PBGIS teaching in a rural learning ecology. The PBL teaching method involves complex real-world problems used as vehicles to promote learners' learning of concepts and principles as opposed to the direct presentation of facts and concepts. The Technology Pedagogical Content Knowledge (TPACK) framework underpins this article, with its core premise being the technology knowledge a teacher requires for effective teaching and learning. TPACK recognises the integration of technology knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK) to create a framework that encompasses specialised, applied, and situated knowledge, helping us understand how different aspects of knowledge interact and become integrated. Geography teachers should be knowledgeable about integrating PBGIS, PBL, and Geography knowledge to enhance PBGIS teaching in a rural learning ecology. A qualitative research approach, Participatory Action Research (PAR), was employed, along with interviews and video-recorded lesson observations (VRLs), for this inquiry. The findings showed that using PBL to teach PBGIS engages learners in problem-based, real-life scenarios and promotes collaboration and critical thinking skills in learners to solve real-life problems. The article recommends that education stakeholders adopt PBL to enhance PBGIS teaching in rural areas. It highlights the need for teacher training in PBL methods and calls for policymakers to provide accessible, high-quality PBGIS materials.