An international perspective on geography curricula: paving a way forward for geographical thinking

Geographical thinking is a cornerstone of modern geography education. Despite its universal value, no large-scale international study has systematically examined its integration into diverse curricular documents. This study investigates how geographical thinking is embedded in the curricula of nine countries, focusing on content and procedural dimensions. Using a structured analytical framework, the research reveals significant patterns and gaps, particularly the underrepresentation of place as a central concept, the lack of explicit focus on geographical thinking, and the limited emphasis on its procedural dimension. The findings emphasise the need for stronger interconnections between these dimensions to promote a more comprehensive approach to geographical thinking within different forms of curricula.