Modern Teaching Methods and Techniques for Geography: From the Traditional Approach to the Contemporary Educational Perspective (An Applied Study on the Curricula of the Basic and Intermediate Education Stages in Libya)

Abstract

This research examines the methods and approaches to teaching geography in Libya, focusing on the shift from the traditional approach to the contemporary educational perspective, within the context of the structural and educational challenges facing Libyan education as a result of political and social changes Æ

This research sought to answer the main question: How can modern teaching methods be employed in geography in accordance with contemporary educational trends at the primary and intermediate levels in Libya? The research adopted a descriptive-analytical approach, reviewing educational literature and previous studies, and analyzing the reality of geography teaching in Libya. It concluded that traditional teaching methods, based on rote learning and memorization, are still prevalent in many schools, leading to poor academic achievement and low motivation to learn. In contrast, modern methods such as project-based learning, cooperative learning, blended learning, inquiry-based learning, and brainstorming offer broader opportunities for developing spatial reasoning and scientific analysis skills, and enhance student interaction with their environment Æ

The research also demonstrated that implementing modern methods requires a shift in educational philosophy from a teacher-centered to a learner-centered approach, with educational technology serving as a medium for integrating knowledge and practice. It further emphasized that improving teacher competency and developing curricula and infrastructure are essential prerequisites for activating these methods in Libyan schoolsÆ