The increasing use of geospatial technologies has created new opportunities for improving the teaching and learning of geography. This study examines the integration of Geographic Information Systems (GIS) into geography education, with particular attention to teaching approaches that promote spatial thinking, inquiry, and active student participation. The study analyzes the educational potential of GIS in relation to inquiry-based learning, problem-based learning, project-based learning, fieldwork, and digital mapping activities. Particular attention is given to the transition from the traditional presentation of geographical information to learning environments in which students collect, visualize, interpret, and compare spatial data and use the results to investigate geographical problems. The analysis indicates that effective GIS integration depends not only on access to geospatial technologies but also on appropriate teaching methods, teacher competence, curriculum design, and the selection of learning activities suitable for students’ abilities. Based on these considerations, the study proposes a practical framework that connects geographical problems, spatial data, GIS-based analysis, interpretation, and student decision-making within a unified learning process. The proposed approach can support the development of geographical knowledge, spatial reasoning, digital skills, and independent problem-solving in contemporary geography education.

Keywords: Geographic Information Systems (GIS), geography education, spatial thinking, inquiry-based learning, project-based learning, geospatial technologies, digital learning

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