Zine as a reflective tool in geography fieldwork: a qualitative case study of student learning and engagement

Fieldwork is essential in geographical education, yet fostering deep reflection and collaboration remains challenging. This study introduces and evaluates a Zine – a self-published digital booklet titled Micang Journey of Learning – as an innovative tool to enhance student engagement and reflective practice in a physical geography field trip. Through a qualitative case study of two cohorts, we analyzed 51 student-authored contributions from six Zine issues using thematic analysis. Findings indicate that the Zine functioned as a platform for: (1) peer-to-peer knowledge and skill exchange, making tacit knowledge explicit; (2) fostering critical reflection and metacognition; and (3) serving as an unobtrusive medium for values education. Unlike conventional group reports, the Zine subverted traditional teacher-student hierarchies and legitimized multiple genres of geographical communication. We conclude that the Zine is a low-cost, powerful pedagogical instrument that deepens fieldwork learning and supports holistic educational objectives.