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An important question for geography teachers all over the world is how to define, stimulate and test geographical literacy. Although modern technology is no guarantee of quality, it offers new possibilities for teaching and testing, as can be seen in contemporary geography learning/teaching units using digital maps and interactive tests. The Charter of the IGU Commission on Geographical Education and tests such as the International Geography Olympiad can be starting points for an international discussion about the quality of geography teaching and for the development of a new international geography test.

GeoCapabilities is a distinctive approach to teacher professional development which foregrounds the educational potential of geographical knowledge. This paper examines the effect of GeoCapabilities on geography teachers' expertise. First, the paper explores a problem of teacher training which privileges technique for classroom effectiveness over geographical thinking. We then introduce the GeoCapabilities 3 project, presenting and discussing findings through teachers' reflections. We argue that GeoCapabilities 3 offers a model of teacher development, which supports teachers as leaders of curriculum change in an 'activist profession'. This is needed if geography education is to equip young people with knowledge capabilities for their future.

This paper introduces basic considerations that inform education for geospatial thinking, as proposed in the KA2 Erasmus Plus GI-Learner project. It reports on some initial state-of-theart activities of the project, presents a list of GI-Learner competences based on a broad literature review and establishes a roadmap for future support activities for geospatial learning.