Integrating Geographic Information Systems (GIS) in Geography Education: A Case Study of Algerian Secondary and Middle School Teachers

This study investigates the integration of Geographic Information Systems (GIS) into geography education in Laghouat, Algeria. While GIS has gained recognition globally for enhancing spatial thinking and inquiry-based learning, its adoption in Algerian schools remains limited. Drawing on data from a survey of 50 middle and secondary school geography teachers, the study assesses their exposure to GIS, training experiences, and attitudes toward its educational value. Results reveal that although most teachers are familiar with GIS from university courses, only a minority have received practical training or access to resources for classroom implementation. Despite these challenges, there is a strong consensus on the pedagogical potential of GIS. The study highlights key barriers to integration—including infrastructural constraints and lack of institutional support—and offers recommendations for improving GIS training, infrastructure, and curriculum alignment. These findings underscore the need for systemic interventions to bridge the gap between recognition and practice in the use of geospatial technologies in Algerian education.