Jambura Geo Education Journal

Jambura Geo Education Journal (JGEJ) publishes high-quality empirical and theoretical studies at the intersection of geography education and human/social geography, with particular emphasis on spatial literacy, spatial thinking, place-based learning, and socio-spatial issues relevant to education and society.

The journal welcomes manuscripts that make a clear contribution to the advancement of geography as a field of teaching, learning, and socio-spatial inquiry. Priority is given to studies that demonstrate a strong geographical perspective, especially those that examine how spatial concepts, place relations, human-environment interactions, and socio-spatial processes are taught, learned, or interpreted in educational and community contexts.

The journal particularly welcomes manuscripts on:

1. Geography Education
Geography teaching and learning at primary, secondary, and higher education levels
Curriculum, pedagogy, assessment, and instructional design in geography education
Spatial thinking, spatial literacy, and geographic reasoning in educational practice
Environmental, disaster, sustainability, and citizenship education in geography learning
Field-based, place-based, and inquiry-based learning in geography
2. Geospatial Technology in Geography Education
GIS, remote sensing, digital mapping, and geospatial media for teaching and learning
Innovative learning resources and digital platforms for geography education
Technology-enhanced strategies to strengthen students’ spatial understanding and inquiry skills
3. Human and Social Geography with Clear Educational or Spatial Relevance
Socio-spatial dynamics of communities, inequality, mobility, and place
Urban and rural change, land-use transformation, and community-environment relations
Cultural geography, identity, territoriality, and everyday spatial practices
Tourism, geotourism, and destination studies when analyzed through explicit geographical or socio-spatial perspectives
4. Integrative Studies Linking Education and Socio-Spatial Issues
Teaching social and environmental issues through geographical approaches
Geography education for understanding spatial injustice, inclusion, gender, and sustainability
Studies from developing countries and the Global South that strengthen the international relevance of geography education and socio-spatial scholarship
Manuscripts are expected to:

demonstrate a clear geographical framework or spatial perspective;
contribute to geography education, human/social geography, or their intersection;
show conceptual, methodological, or practical significance for researchers, educators, and practitioners.
The journal does not prioritize manuscripts that:

Focus primarily on law, management, communication, or general social issues without a clear geographical or spatial framework;
Discuss tourism, development, or community issues only descriptively, without geographical analysis;
Address education in general without direct relevance to geography learning, spatial thinking, or geospatial practice.