OOIR: Observatory of International Research

Papers

(The median citation count of Journal of Geography in Higher Education is 2. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-08-01 to 2025-08-01.)

Article	Citations
Smartphone GIS: exploring technological competency in active learning across geography	15
Exploring urban and community resilience: key lessons from student research on resilient cities	14
The benefits of virtual fieldtrips for future-proofing geography teaching and learning	13
The 1964 freedom schools as neglected chapter in Geography education	12
Editorial: they think it’s all over…	12
Teaching topographic map- and image-based geomorphic analysis: an example from alpine glacial geomorphology	12
Teaching and learning emotional geographies	11
Hope and grief in the human geography classroom	11
Metaverse in in the geography lecture classroom? Evaluating ‘group VR’ possibilities using the multiplayer ‘Wooorld’ VR app	11
Teaching sports geography	10
Speaking your feelings in the moment: teaching geographic thought with emotion	9
Exploration and practice of the use of mobile devices to assist in general geological field practice	9
Floating in space: teaching atmosphere in human geography	9
Beyond critical pedagogy of place: sensory-embodied learning through the university campus	8
Student employability enhancement through fieldwork: purposefully integrated or a beneficial side effect?	8
Scaffolding geospatial epistemic discomfort: a pedagogical framework for cross-disciplinary landscape research	8
An investigation of undergraduate students’ spatial thinking about groundwater	8
A critical incident analysis of inclusive fieldwork with students as co-researchers	7
What enables student geography teachers to thrive during their PGCE year and beyond?	7
Building quantitative skills with a simplified physical model of coastal storm deposition	7
Courageous and compassionate teaching: international reflections on our responses to teaching geography during the pandemic	7
Learning geographical information systems through first principles of instruction – effects on student experiences and geocapabilities	7
“Break out” – learning about disability and the inclusive city through emotion and affect	6
Sustainable urban development research in the time of COVID-19: reflections from doctoral researchers	6
Navigating STEMification for critical geography educators: finding leverage in classroom and institutional pedagogies	6

Assessing the influence of traditional in-seat, online, and emergency remote teaching (ERT) modalities on sustainability learning in human geography	5
Podcasting urban geographies: examining the utility of student-generated research podcasts for deep learning and education for sustainable development	5
Dwelling with sustainable pedagogy aboard Amtrak: pathways for transdisciplinary and affective general education	5
Experiential learning in physical geography using arduino low-cost environmental sensors	4
River science: an educational resource for understanding and learning to survive flooding and environmental change	4
A systematic review of immersive virtual reality applications in geography higher education	4
An introduction to the co-creation of policy briefs with youth and academic teams	4
The IPCC reports and HE Geography: opportunities lost and found	4
Using GIS for flood hazard assessment	4
Geography crosses media: an approach for multi-skilling students in higher education	4
Lockdown lessons: an international conversation on resilient GI science teaching	4
Students’ comparison competencies in geography: results from an explorative assessment study	4
Commercial city building games as pedagogical tools: what have we learned?	4
Pandemic pedagogies: reflecting on online learning using the community of inquiry framework	4
Getting punk and personal: creating and evaluating podcasts and zines as pedagogy for teaching and learning in critical geographical methodologies	4
Playing with Star Trek in the critical geography classroom: STEM education and otherwise possibilities	4
Adopting and using geospatial technologies for teaching geography in Latin American higher education	4
How wide is the gap? Comparing geography graduates’ labor market success with that of peers from business and computer science	3
Teaching a geography field methods course amid the COVID-19 pandemic: reflections and lessons learned	3
Working toward a place-based online pedagogy	3
Understanding city dynamics: using geolocated social media in a problem-based activity as an investigative tool to enhance student learning	3
Teaching geographies of the far-right in Germany – conceptualising hate and fear as didactic challenges	3
The role of social enterprise in student employability: the case of SIDshare, a co-curricular student led social enterprise	3
Geography excursions with a smartphone app or a teacher: what works best?	3
Spatialising Sport Management	3
Teaching The Tragedy of the Commons through an Iterative, Performance-based, Embodied Cognition Pedagogy	3
Experiencing (dis)comforting pedagogies: learning critical geography beyond the here and now	3
Neoliberal subjectivities and the teaching and learning of emotional geographies	3
Obtaining geographical competences through online cartography of familiar and unfamiliar urban heritage: lessons from student workshops	3
Ethnogeomorphology and landscape-as-place: bridging physical, human, and GIS geographies in higher education	3
Deep mapping in geography education: learning about a distant place and people in a summer school as a ‘committed outlier’	3
GIS learning and college students’ acquisition and understanding of spatial concepts	3
Introduction to perspectives on developing geospatial expertise symposium	2
Anthropogenic emissions or just a lot of hot air? Using air pollution to teach quantitative methods to “mathophobic” first-year geography students	2
Correction	2
Self-assessment in student’s learning and developing teaching in geoinformatics – case of Geoportti self-assessment tool	2
Going solo: students’ strategies for coping with an independent GIS project	2
Ensuring timely completion and successful thesis outcomes: a case study of an online GIS master’s degree program	2
Field-based local stream research in undergraduate classes: an inquiry-based approach	2
The paradox of the ‘sustainable fieldtrip’? Exploring the links between geography fieldtrips and environmental sustainability	2
Footballing journeys: migration, citizenship and national identity	2
Teaching information literacy in an undergraduate class on the geography of the Middle East	2
Assessing first-year geography-major students’ knowledge of climate change and their educational needs – a study in Wuhan, China	2
Digesting ourselves and others through a critical pedagogy of food and race	2
Introducing biosensing techniques in urban geography fieldwork activities with students	2
GeoTandems : conditions for success and challenges of cross-locational team teaching	2
Teaching “wicked” problems in geography	2
How you teach changes who you reach: understanding the effect of teaching modality on engagement, interest, and learning in hydrology	2
Engaging geography students through innovation in statistics teaching	2
For a pedagogy of hope: imagining worlds otherwise	2

Assessing ChatGPT for GIS education and assignment creation	2
Building bridges: the impact of scaffolds in PBL on the learning of South African pre-service geography teachers	2
A studio approach to teaching biosocial convergence science	2
Possibilities and limitations of learning in Zoom, on campus, and in VR – students’ experiences of hybrid learning spaces	2
Negotiating applied and critical perspectives within the geography curriculum	2
Integrating ArcGIS Online and digital story mapping for active learning in systematic geography courses	2