The rapid evolution of geospatial technologies has re-shaped the epistemology of physical geography and opened new pedagogical avenues. This article investigates the didactic potential of Geographic Information Systems (GIS) and remote sensing (RS) for improving the comprehension of physical-geographical processes in higher education. A mixed-methods study was carried out with 112 first-year geography undergraduates who took part in a GIS-enhanced geomorphology module that embedded multi-temporal satellite imagery and spatial analysis tasks. Quantitative learning gains were measured with pre- and post-tests, and qualitative insights were gathered through reflective journals and semi-structured interviews. Results indicate a statistically significant improvement in conceptual understanding, spatial reasoning, and transfer of knowledge to field contexts. Students reported greater engagement and a shift from rote memorisation towards inquiry-based problem-solving. The findings corroborate recent research that positions GIS and RS as catalysts for higher-order thinking and scientific literacy in geography education, while also revealing infrastructural and methodological challenges that need to be addressed to unlock their full didactic potential.

Geospatial education, GIS, remote sensing

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