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Introduction
Background Context
In the past, geography education has relied on static resources, such as textbooks and maps, therefore rarely helping students engage in dynamic geographical experiences. As environmental issues, particularly climate change, continuously escalates, calls for more interactive, experiential learning is growing. Augmented Reality (AR) gives students real time access to geographical data and an interactive approximation of both environmental phenomena and their own geographic context.
Future Research Topics
AR to Support Spatial Awareness in Geography Learning: Investigate the impact of AR on spatial awareness and sustainability.
The Implications of AR for Climate Change Education in Geography: Explore the impacts of AR on addressing the deficiency of knowledge of climate change.
AR in Places of Geography Education: Explore how AR supports, or can replace, a field trip in the classroom for geographic knowledge.
Supporting Learners with Learning Disabilities Through AR in Geography: Investigate the effects of AR on learners with learning disabilities in geography instruction.
AR in Promoting Higher Order Teaching in Geography: Investigate the impact of AR on learners’ higher-order critical thinking and problem-solving skills with respect to geographic content.
Dissertation Topic 1:
The Role of Augmented Reality in Enhancing Spatial Awareness and Sustainability: A Study in Geography Education
Background Context
Geography education struggles to immerse students in the complexities of spatial concepts and sustainability because many of the practices for teaching these topics draw on approaches that do not come from the social theory of spatial engagement (Attanasi et al., 2025). The immersive context of AR technology supports spatial conceptualisation of multiple forms of environmental change and helps students to understand sustainability (Lestari et al., 2025). This study is designed to examine how and to what degree AR applications affect students’ spatial awareness and sustainable behaviours.
Research Questions
- In which ways do AR applications support spatial awareness and understanding of environmental sustainability in geography education?
- What implications are there for AR applications on engagement with sustainability issues by students?
- How do AR applications influence students’ sustainable behaviours?
Potential Implications
- Increased Understanding: AR technology provides the opportunity for more developed spatial and environmental concepts for students.
- Increased Engagement: When AR applications create opportunities for active engagement in dialogue about sustainability, students are likely to engage.
- Motivation for Sustainability: If AR applications immerse the student in real educational situations, it is possible the sustainability of student behaviours towards sustainability might remain.
Suggested Reading
- Attanasi, G., Raymond, B. B., Festré, A., & Guido, A. (2025). Raising environmental awareness with augmented reality. Ecological Economics, 233, 108563.
- Lestari, R., Nurmandi, A., Younus, M., Lawelai, H., & Suardi, W. (2025). Optimizing Social Media Platforms to Foster Active Public Engagement in Tackling Climate Change and Environmental Conservation. Society, 13(1), 18-34.
Dissertation Topic 2:
Augmented Reality in Geography: Supporting Students with Learning Difficulties
Background Context
Research Questions
- How can Augmented Reality be modified/developed to assist students with learning difficulties in the classroom for geography?
- What are the effects of Augmented Reality in assisting students to visualise geography?
- How do the students with special needs/disabilities interact with augmented reality in contrast to traditional methods?
Potential Implications
- Personalised Learning: AR will provide students with differentiated learning opportunities, improving accessibility.
- Comprehension: Many of the students with learning difficulties can work visually and interact with geography in ways that are comprehensible to them.
- Engagement: AR may improve the motivation and engagement of pupils with special needs.
Suggested Reading
- Navas-Bonilla, C. D. R., Guerra-Arango, J. A., Oviedo-Guado, D. A., & Murillo-Noriega, D. E. (2025, February). Inclusive education through technology: a systematic review of types, tools and characteristics. In Frontiers in Education (Vol. 10, p. 1527851). Frontiers Media SA.
- Rus, B. A., & Sita, I. V. (2025). A Review on Augmented Reality in Education and Geography: State of the Art and Perspectives. Applied Sciences, 15(13), 7574.
Dissertation Topic 3:
AR and the Development of Higher-Order Thinking Skills in Geography Education: Empowering Active Learning
Background Context
Research Questions
- How does AR facilitate higher-order thinking skills in geography education
- What effect does producing AR content have on the student’s engagement with geographic topics?
- How might AR develop active knowledge creation in geography education?
Potential Implications
- Critical Thinking: AR can enhance the students’ ability to enquire and ascertain faults in problem analyses, thereby improving their approaches to geographic problems.
- Active Learning: AR can turn students into designers, thus enhancing their engagement, retention, and understanding of learning material.
Suggested Reading
- Yamwongsri, P., & Chen, H. L. (2025). The Effects of Spherical Video-Based Virtual Reality in Inquiry-Based Learning on Student Learning Outcomes, Higher-Order Thinking, and Learning Experiences in Geography Education. Journal of Educational Computing Research, 63(6), 1550-1579.
- Chiou, V. (2025). ACTIVE CITIZENSHIP IN THE NEW GEOGRAPHY CURRICULUM OF GREEK PRIMARY EDUCATION. European Journal of Alternative Education Studies, 10(1).
Conclusion
In Geography, the infusion of an Augmented Reality (AR) tool broadens spatial alacrity, embedding eco-consciousness through novelty of engagement. AR can close educational gaps, inspire hands-on experiences, or encourage eco-friendly habits. Topics treated in this dissertation provide human environment inputs to improve the teaching of Geography.
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PhDAssistance. (n.d.). Geography Dissertation Topics. Retrieved September 09th, 2025, from https://phdassistance.com/topic/geography-dissertation-topics/
Jalolova, M., and Musawwir, M. “Geography Dissertation Topics for PhD Scholars.” PhDAssistance, https://phdassistance.com/topic/geography-dissertation-topics/ Accessed 09th September 2025.
Jalolova, M., and Musawwir, M. “Geography Dissertation Topics for PhD Scholars.” PhDAssistance, PhDAssistance, Web. 09th September 2025.
Jalolova, M., and Musawwir, M., n.d. Geography Dissertation Topics for PhD scholars. [online] Available at: https://phdassistance.com/topic/geography-dissertation-topics/ [Accessed 09th September 2025].
Jalolova M., Musawwir M. Geography Dissertation Topics for PhD scholars [Internet]. PhDAssistance; [cited 2025 September 09th]. Available from: https://phdassistance.com/topic/geography-dissertation-topics/
Jalolova, M., and Musawwir, M. (n.d.). Geography Dissertation Topics for PhD scholars. Retrieved 09th September 2025, from https://phdassistance.com/topic/geography-dissertation-topics/
Jalolova, M., and Musawwir, M., Geography Dissertation Topics n.d.) https://phdassistance.com/topic/geography-dissertation-topics/ accessed 09th September 2025.
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