Kitty Taylor

Incorporating current geographical news into teaching is more than just a trend—it’s a powerful tool for boosting student engagement and making lessons come alive. Academic sources consistently highlight that integrating real-world events not only makes the subject matter more relevant, but also sparks curiosity and fosters personal connections to the content. But why does this approach matter, and why should we care?

Over 80 years ago, Jane Ungashick (1940) wrote “The Use of Current Events in Geography Teaching” in the Journal of Geography. Her ideas remain remarkably relevant today, stressing that current events are just as important as the theories students learn in geography. Ungashick recognized that news stories could bridge the gap between academic content and students’ lives, making the material feel more meaningful and immediate. Fast-forward to today, and Değirmenci & İlter (2017) argue that while most geography teachers understand the value of incorporating news into lessons, time constraints and limited resources often get in the way. Nevertheless, their research shows that when current events are used in lessons, students’ interest and engagement soar.

Curiosity has always been at the heart of geography. The subject’s rich history of exploration and discovery thrives on asking questions and seeking answers. Recent studies by Špurná & Vaňková (2024) show that curiosity is sparked by inquiry, fieldwork, and the use of technology—factors that can all be enhanced by current events. Schmitz (2024) also emphasizes that incorporating real-time geographical news can ignite curiosity, deepening students’ understanding and engagement.

Local news, such as stories about the Devon coastline or urban development, can make lessons feel personal and relevant, while global examples—like the recent LA wildfires—bring real-time case studies into the classroom. The fast-paced digital world we live in makes geography teaching more dynamic and up-to-date. Tools like GIS and news platforms allow students and teachers to track geographical events as they unfold, offering an unprecedented learning experience.

Murray-Everett and Coffield (2020) argue that engaging with current news stories sharpens students’ critical thinking skills—skills they need to become informed, active citizens. Meanwhile, projects like the MiDENTITY initiative by Gryl & Kuckuck (2020) illustrate how geography teaching can foster interest in contemporary global issues. Similarly, Phillips (1998) suggests that using current case studies, like those from Africa, can challenge stereotypes and broaden students’ worldviews.

By tapping into contemporary news, geography teachers can create a space for inquiry, curiosity, and diverse thinking. As technology makes it easier to access global events in real-time, the geography classroom becomes a powerful tool for developing global citizens who are informed, engaged, and ready to make a difference.