INTEGRATING TECHNOLOGY IN GEOGRAPHY PEDAGOGY: ENHANCING SPATIAL THINKING SKILLS AMONG SELECTED SECONDARY SCHOOL STUDENTS IN WUDIL LOCAL GOVERNMENT, KANO STATE, NIGERIA

Abstract

This study examined the integration of technology in geography pedagogy and its impact on spatial thinking skills among secondary school students in Wudil Local Government Area, Kano State, Nigeria. Employing a descriptive survey design, the study targeted 835 senior secondary school students and 16 geography teachers across four purposively selected schools. A sample of 271 students was selected using proportionate stratified random sampling, while all teachers were included through total enumeration. Data were collected via structured questionnaires and classroom observations, and analyzed using descriptive statistics. Findings indicated a high level of technology integration, with teachers frequently using Geographic Information Systems (GIS), Google Earth, digital maps, and multimedia resources. Both students and teachers reported that technology-enhanced instruction improved students’ spatial thinking, problem-solving, engagement, and understanding of geographic concepts. Challenges included limited access to digital tools, inadequate resources, unreliable internet connectivity, and insufficient teacher training. Opportunities were identified through mobile and web-based tools, administrative support, and professional development initiatives. The study concludes that integrating technology into geography instruction positively influences spatial reasoning and learning outcomes. It recommends the expansion of ICT infrastructure, systematic teacher training, curriculum incorporation of digital tools, and policy support to ensure effective adoption of technology in geography education. The research provides empirical evidence to inform educational practice, policy, and teacher development in Nigerian secondary schools and contributes to the broader discourse on technology-enhanced pedagogy and spatial literacy.