GIS Education in Past 20 Years in Australia: A Systematic Review

• In Event: Culture, Identity, and Discrimination

Proposal

This systematic literature refers to the development of GIS education in Australia and other countries. Guided by the main research question of the development of GIS technology in the past 20 years, the development of GIS education, and related education policies. Relevant information extracted and synthesized from quantitative, qualitative, and mixed-methods research will inform data-based recommendations for GIS application development, teaching policy, professional development, and practice for the education community.

Literature Review
Systematic literature review has always been a part of the Evidence-based practice of meta-analysis research in many disciplines such as health science, psychology, and empirical social science. This method has also attracted attention in the field of education related research (Zawacki-Richter, et. al., 2020). Systematic literature review serves as a reliable tool for data reanalysis, and structured data has not yet been applied in GIS education field; One of the limitations is the meaning of GIS provided in the literature was hard to define. It is claimed that it is difficult to find a definition suitable for all situations in which GIS can be used (Green, 2001). Therefore, GIS has no clearly single definition or interpretation. In short, just like the continuous development of GIS technology, its various definitions and interpretations are also developing. In addition, the existence of GIS has produced different definitions in various fields and disciplines (Maguire, 1991).
Although in the past twenty years, many scientists have studied about the potential opportunities, and obstacles of applying geospatial technology (GST) to higher education and school geography teaching. However, there are not many geographical and earth science review articles related to educational surveys. This systematic literature review involves preliminary research in empirical GIS education research. This field of action can be defined as “research focuses on how and what educators and students learn with spatial data, spatial analysis methods, and GIS tools.” (Baker et al. 2012). The research agenda in this domain-specific field of action has evolved throughout the last two decades (Schulze, 2020).

Theoretical Framework
This study is based on innovation diffusion (DOI) model, Rogers (2003) defined innovation as "new ideas, practices or objects considered by individuals or other adopters" (p.121) and pointed out that "diffusion is the process of innovation spreading through certain specific ways". In general, GIS can be viewed in a narrow or broad perspective. GIS is regarded as a special computer system, whose main goal is to collect, store, analyze and present (visualize) geographic data (Liu, 2008). Only using ArcMap or QGIS and other software can meet this view of GIS. In the past, when digital technology was undeveloped, this narrow perspective of GIS definition was generated. However, in recent years, the broad vision of the term GIS has gradually risen. There are many online and mobile applications and geographic portals included in the scope of GIS (Harte, 2017). Therefore, the complexity of the content and application of GIS has become extensive with the change of time (Bernhäuserová, 2022).

Methodology

Systematic reviews use a consistent, pre-planned process to identify, summarize, and evaluate all available literature on specific topics to minimize bias (Roberts, et. al, 2006). This is a research method of retrospective and systematic summary, reanalysis and synthesis of empirical results published in major studies in specific knowledge and intervention fields (Cooper, 2010). As Popay (2006) pointed out, "the key element of systematic evaluation is synthesis." It can be further analyzed using meta-analysis and content analysis techniques to elaborate the concept and geographical model and determine the literature gap of future research.

Data Collection and Analysis
The review search process began by using the databases available in Australian, Web of Science and Google Scholar to locate published research addressing the main research question. Abstract screening tools were used to screen the quality and eligibility of a series of studies, and repeated reviews were conducted in the process of coding and concept mapping. The search process follows the preferred report items of the system evaluation and meta-analysis protocol (Page et al., 2021), Peer-reviewed studies selected and analyzed according to the inclusion criteria, keywords and the purpose of this study was reduced to 42. We applied the concept map method, which is divided into three stages: collecting and cataloging research and creating a preliminary visual mapping structure; Integrate key information and code by su.A complete concept map is included in the appendix. Selected Scopus and the ERIC database to search for relevant peer-reviewed articles, because the focus of the system evaluation is on the field of education and geotechnologies (Havelková, 2019).
The selection criteria were used for the first screening of the identified records. The identified records of titles and abstracts were confirmed during this screening. A total of seven criterial were used while processing screening such as GIS, GIS education, peer-reviewed, and studies in English.
Preliminary Findings

GIS is a powerful tool suitable for global scope （Rød et. al, 2010）. As an educational tool, it can strengthen geographical education, especially help students understand geographical concepts （Baker，2012）; Solve professional specific problems（Kemp & Goodchild，1991）; Cultivate high-level thinking ability (Bednarz, 2004); It emphasizes the comprehensiveness of geography. The research interest in "GST based educators' professional development" can be traced back to the discussion on the challenges and strategies faced by teacher education and training in dealing with GIS, because it is of great significance for the effective design of GIS based teaching and learning at different levels of education.

Discussion

Concerning the literature base of this review, despite a relatively high number of empirical studies being identified and analyzed, some other relevant studies did not reach the criteria of the literature search, which were not included.. Used better critical thinking to solve practical problems through GIS technology and explore the theme of GST Education (Baker et al., 2015), investigating the technical focus on GIS teaching and learning to computer-based learning through GST. Helping to cultivate "critical spatial thinkers" (Bearman, et al, 2016), which will represent the second paradigm shift in the future.

Authors

• wenyi Wang, GHD

• Jingshun Z, Florida Gulf Coast University

• Shuhua Yang, Beijing University of Technology