Abstract Studies have been carried out on the use of geographical information systems (GIS) in teacher training, especially in the developed countries. In southern African countries, nevertheless, the scenario is different because GIS education appears to be a rather new field of study. This study therefore used systematic review to collect data. This method assists in finding and understanding the outcomes of other research conducted within the same field of study. The results reveal that only three countries (South Africa, Botswana and Malawi) teach GIS at their teacher-training universities and secondary schools. In Lesotho, GIS are only taught in secondary schools. In other countries, such as Zambia, Namibia and Zimbabwe, GIS are not taught at all at teacher-training universities and secondary schools but only at universities or departments that do not train teachers. There is no inclusion of GIS at the universities in Angola, Mozambique, Swaziland and Lesotho. Countries that use GIS have demonstrated that the course helps with decision-making, critical thinking and inquiry-based and learner-centred learning, which have the ability to improve the quality of education. Educators and policy-makers are encouraged to reinforce the inclusion of GIS and use of relevant pedagogical skills in teacher-training universities.

中文翻译：

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将GIS纳入师范生培训及其在南部非洲国家高等教育中的意义

摘要 地理信息系统（GIS）在教师培训中的应用已经开展了研究，特别是在发达国家。然而，在南部非洲国家，情况有所不同，因为 GIS 教育似乎是一个相当新的研究领域。因此，本研究使用系统评价来收集数据。这种方法有助于发现和理解在同一研究领域内进行的其他研究的结果。结果表明，只有三个国家（南非、博茨瓦纳和马拉维）在其师范大学和中学教授 GIS。在莱索托，GIS 只在中学教授。在其他国家，如赞比亚、纳米比亚和津巴布韦，GIS 根本不在师范大学和中学教授，而只在不培训教师的大学或部门中教授。安哥拉、莫桑比克、斯威士兰和莱索托的大学不包含 GIS。使用 GIS 的国家已经证明，该课程有助于决策、批判性思维以及基于探究和以学习者为中心的学习，从而能够提高教育质量。鼓励教育工作者和政策制定者加强在师范大学中纳入 GIS 和使用相关教学技能。批判性思维、探究式和以学习者为中心的学习，能够提高教育质量。鼓励教育工作者和政策制定者加强在师范大学中纳入 GIS 和使用相关教学技能。批判性思维、探究式和以学习者为中心的学习，能够提高教育质量。鼓励教育工作者和政策制定者加强在师范大学中纳入 GIS 和使用相关教学技能。