Abstract

In recent years, the integration of digital technologies into educational practices has become a focal point for enhancing student learning experiences across various subjects, including Geography. Following this trend, the present study investigates the effects of digital technology use on high school Geography education by comparing traditional teaching methods with modern, digitally enhanced approaches. Thus, the main aim of the paper was to evaluate whether digital tools such as interactive maps, 3D simulations, and augmented reality can improve student engagement and academic performance in geography classes. A quasi-experimental research design was employed, involving quantitative analyses of student performance data before and after the intervention. The study sample consisted of 50 high school students divided into two groups: one taught using traditional methods and another exposed to digital learning environments. Curricular Geography tests were administered to the two groups, along with surveys and interviews, to assess differences in academic outcomes and engagement levels between the two groups. The findings indicate that students in the digital learning group outperformed their peers in the traditional setting, achieving higher test scores. This may be attributed to the use of interactive digital tools, which facilitated a deeper understanding of geographical concepts and promoted active participation in the learning process. However, the study also highlights challenges such as unequal access to technology and the necessity for ongoing teacher training to effectively implement digital resources. These conclusions and insights have led to several important implications for education. The positive impact of digital learning tools suggests that educational systems should consider integrating more technology into the curriculum to enhance learning outcomes.

Keywords: Academic performance; digital technologies; Geography education; high school