Teachers and pupils’ perspectives on Teaching and Learning of Geography in selected schools of Luapula and Lusaka provinces of Zambia: Benefits, Challenges and Prospects

Abstract

Geography education in schools plays a critical role in providing pupils with a comprehensive understanding of the world around them. Using descriptive research design, which involved qualitative data collection and analysis, this study explored pupils and teachers’ perspectives on benefits, challenges and prospects of learning and teaching geography in schools. The study used homogenous purposive sampling to select schools and participants for the study. A total of 4 schools were sampled. 8 geography teachers were sampled purposefully. More so, 16 pupils who studied geography were sampled purposefully. The selection criteria included schools with a diverse range of pupil populations and geography teachers with varying levels of experience. Data was collected using in-depth interviews (teachers) and Focus Group Discussion (FGD) for pupils. The qualitative data collected from the in-depth interviews and FGD were analyzed using thematic analysis to identify patterns and themes in the data. The study reviewed that geography promotes the development of critical thinking skills, global awareness, and a sense of environmental responsibility. However, teaching and learning geography in schools could also present significant challenges, such as limited instructional time and materials, inadequate resources, and a lack of teachers, among others. Despite these challenges, the study reviewed that there were many promising prospects for geography education, including improved digital literacy, increased interdisciplinary learning, and enhanced global citizenship.

Exploring Teachers’ Understanding of Teaching Learners With Adhd in Selected Inclusive Primary Schools of Lusaka, Zambia

“…Murphy (2015) also indicated that students with ADHD could be productive in general education classrooms if educators recognize and employ efficient teaching and behavioral management approaches. Nonetheless, general education classroom teachers from many parts of the world have voiced various concerns about teaching students with ADHD, citing issues such as inadequate training (Mubita & Kalimaposo, 2016) and lack of administrative support (Guerra et al, 2017). Therefore, current research is necessary to learn about teachers' understanding of teaching this population (Schuck et al, 2016).…”