National Council for Geographic Education

An article from an upcoming issue of the Journal of Geography is now available online.

Racing with the Concepts: Using F1 as Way to Explore Economic Geography
by Ronald V. Kalafsky & Johnathan P. Lynn
https://www.tandfonline.com/doi/full/10.1080/00221341.2026.2701188

Abstract
Over the past two decades, geography education researchers and practitioners have examined ways in which to introduce and explore core concepts in economic geography within undergraduate classrooms. Many challenges are rooted in making somewhat abstract concepts from the discipline relevant to students. At the same time, economic geography is more important than ever given the economic changes happening at various scales across the world. This case report presents a course project that employed Formula One (F1) racing as a central focus in exploring various economic geography concepts and understanding the geographies of the global economy at-large. Results suggest that this was a constructive way to engage students with economic geography concepts and to practice location analyses, especially in terms of the importance of place and the movement of goods and services in the global economy.

REMINDER: All NCGE members receive access to new and past issues of The Geography Teacher, Journal of Geography, Geography (Geographical Association), among other benefits.

Learn more at ncge.org/join

University of Tennessee, Knoxville UTK Geography and Sustainability F1 Sky Sports F1

An article from an upcoming issue of the Journal of Geography has been published online.

Who Gets to be ‘Ready’? Rethinking Equity Metrics: A Case Study of Early AP Human Geography Enrollees and Academic Growth
By Samantha M. Serrano & Injeong Jo

https://www.tandfonline.com/doi/full/10.1080/00221341.2026.2671158

Abstract
This study examines how early access to Advanced Placement Human Geography (APHG), can serve as a gateway to improved educational outcomes for diverse student populations. Grounded in social and cultural capital theories, this study challenges traditional approaches toward defining program efficacy. Using longitudinal PSAT 8/9 to SAT score data, the analysis tracked the institutional academic progress of 9th- and 10th-grade APHG students. Results showed that APHG enrollees demonstrated significantly greater SAT growth compared to their non-AP peers, with underrepresented students achieving the largest PSAT 8/9 to SAT gains when compared to their White and Asian peers. These patterns suggest that early AP exposure can act as an academic intervention, facilitating a ‘catch-up’ period for willing enrollees. This study challenges conventional measures of AP success by demonstrating that academic achievement in AP courses extends beyond AP exam scores and program participation, contributing to other forms of institutionalized cultural capital.

Samantha Serrano Injeong Jo Texas State University

An article from an upcoming issue of the Journal of Geography has been published online.

Prospective Teachers’ Beliefs About Inclusive Geography Teaching: Impact of an Intervention
By Ann-Sophie Winklmaier & Jan Christoph Schubert

Abstract
In the context of inclusive geography education, teacher beliefs play a crucial role in shaping inclusive practices. In the present study, we examined the potential of a university-based course to enhance beliefs and self-efficacy beliefs about inclusive geography teaching. A pre–post design with an experimental and untreated control group was used. Repeated measures ANOVA and MANCOVA results indicate that participation in the intervention increased both belief constructs, with a strong effect on self-efficacy beliefs and a smaller effect on general beliefs. These findings highlight the potential of targeted training to foster inclusion-related beliefs in geography teacher education.

FAU Erlangen-Nürnberg

https://www.tandfonline.com/doi/full/10.1080/00221341.2026.2677615

WANTED: Curious and innovative teachers who know the value of maps and geographic thinking

K-12 educators (school and out-of-school) interested in helping support the development of an innovative new platform for teaching in a way that integrates civic action, geographic inquiry, and data science should check out this opportunity from Trubel & Co. You can be part of the trusted tester program for CivicScape!

CivicScape is a digital learning platform that builds place-based, standards-aligned lessons where students investigate real data from their communities—air quality, housing, health, and more—no data experience required. Gio, its built-in AI, adapts to teachers' subject, location, and student needs to cut curriculum prep time, boost motivation, and generate map-based activities making any subject feel relevant to where students actually live.

Curricula — trubel&co Bring the Real World Into Your Classroom We are launching a CivicScape trusted tester program, and we need your voice to help shape it before we launch! Sign Up Now! What is CivicScape? CivicScape is a digital learning platform that builds place-based, standards-aligned lessons where students invest...

Will you be there?

Mark you calendars because is this week 📅

Get ready for a weekend full of hands-on learning labs, technical workshops on the latest GIS trends, evening socials, and more!
https://ow.ly/kqrr50ZkS8b

We want YOU 🫵 to join us for the last webinar of our summer series!!!

👇Link in the comments 👇

Journal of Geography, Volume 125, Issue 4 is out now!
https://www.tandfonline.com/toc/rjog20/current

Many thanks to Kelly León for proposing this special issue and serving as guest editor. The contributions evolved from two dynamic sessions organized as part of the Education Symposium held at the 2025 American Association of Geographers in Detroit. The two-part special issue, international in scope and strategic in its outlook, is an important contribution to the field of geography education.

The Purposes, Possibilities, and Potentials of Research in Geography Education, Part 1
by Kelly León

O̲P̲E̲N̲ A̲C̲C̲E̲S̲S̲ ➤ Reviewing Geography Education’s Relationships with Citizenship to (Re)Imagine Possibilities for Future Research
by Lauren Hammond, William Quirke & Lucy Hunt

O̲P̲E̲N̲ A̲C̲C̲E̲S̲S̲ ➤ Why Does Geography Matter? The Politics of the Geography Curriculum
by John Morgan

O̲P̲E̲N̲ A̲C̲C̲E̲S̲S̲ ➤ Geography Education Research: What for, What Works, and Where Next?
by David Lambert, Sarah Witham Bednarz, Thomas Herman & Jerry Mitchell

O̲P̲E̲N̲ A̲C̲C̲E̲S̲S̲ ➤ Geography Education Research in the World: Mapping Challenges and Opportunities Across Countries
by Susan Caldis, Lauren Hammond, Kelly León, Nina Scholten & Tricia Seow

This is an important message from Esri founder Jack Dangermond that educators can share with students. It's a very quick read, but here is a preview.

"[...]GIS is being transformed from a system of record and analysis into a system of prediction, simulation, and real-time decision support. [...]

AI can process information at unprecedented scale—but geography gives that information meaning. Spatial context is what turns raw data into understanding."

https://www.esri.com/about/newsroom/arcnews/ai-needs-geography-and-you

American Association of Geographers

AI Needs Geography—and You While AI can process information at unprecedented scale, geography gives that information meaning. GIS professionals know this intuitively.

Let's hear from more teachers about how they are using GIS in their teaching!

Are you a K–12 teacher using GIS? 🗺️ Share how you use GIS in your classroom in a 60-second video for a chance to win $500 in the Esri Teacher Video Challenge!

Learn more & submit your story: https://ow.ly/w7sN50ZiZs0 ✨