Futures for Geography Education in China

Since the founding of New China, basic education has undergone eight curriculum reforms. With the development of digitalization and the promotion of information technology, the approach to developing geography education in the age of digitization and artificial intelligence has become a question we must consider. Geography, as a distinct and mandatory subject within China’s foundational education, must address all facets of geography education to effectively address novel issues and challenges. Herein, the perspectives of Chinese geography education researchers are analyzed for their vision of the future of geography education in China. Results show that China’s geography education reform has advanced curriculum theory, teaching and learning theory, assessment and evaluation, textbook development, and teacher professional development. Those interviewed also believed that China’s geography education will face digital transformation in the future. China’s geography education has a theoretical, practical, and research foundation for digital transformation. The outcome of this study suggests that it is necessary to deepen research in the fields of institutional development, infrastructure and teacher development, international comparative educational research, and cooperation. The study also suggests that research needs to be expanded in preventive data security to promote the digital transformation of geography education.