Experience in the application of geoinformation technologies in the secondary education system of developing countries

Abstract

Over the past decade, the rapid development of technology and public access to digital devices and large information resources have led to a change in the ability to effectively use technology and improve knowledge, professional skills and competencies of teachers. This is due to the fact that the development of digital systems and the introduction of geographic information systems (GIS) make it possible to perceive World News and conduct multidimensional analysis. However, in the training of qualified specialists, in the improvement of upbringing and high-quality higher education, Geoinformation technologies should take their rightful place as one of the main methods of studying the world. It is also very important to study the experience of implementing Geoinformation technologies in developing countries in the process of geographical education in high school. In this regard, in accordance with the stated goal, we studied the experience of using Geoinformation technologies in the secondary education system of developing countries and the specifics of individual countries. Based on the methods of theoretical
analysis, compilation, assessment, the experience of using GIS in the secondary education system from Asian countries (Turkey, India, China, Singapore, Hong Kong and Japan), Africa (South Africa, Uganda, Rwanda, Nigeria and Tanzania) and oceanic island countries (New Zealand and Australia) was extensively studied. The result of the study showed that it was found that WebGIS platforms were created mainly to facilitate teaching and learning in secondary education. Therefore, in order to improve geographical education in accordance with the school curriculum, we are confident that it will be effective to use in the classroom the computer programs ArcGIS, Ilwis 3.8.6 and QGIS 3.16, cartographic and navigation programs and web-cartographic resources Google Earth and SAS Planet, which form the basis of GIS technology. In conclusion, based on many similar practices, we believe that it is necessary to increase the use of GIS technologies in the updated content of the school curriculum in the country. GIS-contributes to the formation of skills and abilities of teachers and students in the effective use of modern Geoinformation systems and digital technologies, deepening their understanding of the use of digital technologies and GIS, professional orientation.
Key words: developing countries, secondary education, GIS, practice.