Russian Federation
The integration of Geographic Information Systems (GIS) into the training of future geography teachers requires the development of a robust framework for assessing learning outcomes. While most studies focus on methodological approaches to GIS implementation, the issue of objective measurability of educational results remains significantly under-researched. The aim of this paper is to develop and substantiate a comprehensive system of quantitative and qualitative metrics for evaluating the effectiveness of GIS technologies implementation in the professional training of future geography teachers, with particular emphasis on the quality of digital educational resources (DER) created by students. The research methodology is based on the analysis of international standards of educators’ digital competencies (DigCompEdu) and State Educational Standards (SES). Quantitative metrics assess the speed and accuracy of GIS task performance, while qualitative metrics evaluate the methodological validity, creativity, and cartographic literacy of studentdeveloped digital educational resources. The results of the pilot study demonstrated that the proposed metrics system enables universities to obtain objective data on the level of students’ GIS competencies and make timely adjustments to educational programs.
GIS technologies, geography teacher training, performance metrics, digital educational resources, competency assessment, measurability of results, higher pedagogical education
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