Evaluating the Implementation of GIS and Remote Sensing in Teaching Geography: A Case of Mangwe District

Thomas Firomumwe*
University of Zimbabwe, Harare, Zimbabwe.
Periodicity:January - March'2022
DOI : https://doi.org/10.26634/jet.18.4.18493


The present study examines the implementation of GIS and RS in teaching Geography in Zimbabwean secondary schools. GIS and RS were viewed as the most important achievement in secondary school education in the early part of the year 2017. It was adopted because of its ability to bring the world in the classroom. To determine the implementation of GIS and RS in secondary schools, qualitative approach of gathering and analysing information was used. Questionnaires and interviews were part of research instruments used to gather information. A sample of 22 participants was selected from teachers and students, thus, ten teachers represent population of teachers and twelve represented learner population. The study was informed by Technology Acceptance Model (TAM) as its theoretical framework. The study revealed that teacher's knowledge and skills on GIS and RS were very low. The study substantiates that teacher's involvement in GIS and RS in schools was very low again even though learners are interested in doing so. The attitude of teacher towards GIS and RS implementation was negative since they do not have knowledge and resources to implement the topics. The researcher recommends that retraining and support from administration is necessary in order to fully implement GIS and RS in teaching geography at all levels.


Geographic Information System, Remote Sensing, Geography, Zimbabwe, Secondary Schools, curriculum implementation, Technology Acceptance.

How to Cite this Article?

Firomumwe, T. (2022). Evaluating the Implementation of GIS and Remote Sensing in Teaching Geography: A Case of Mangwe District. i-manager's Journal on Educational Technology, 18(4), 21-29. https://doi.org/10.26634/jet.18.4.18493


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