Geography textbooks: authors’ priorities, problems, and innovation proposals

Abstract

This study investigates the perspectives of Spanish and Italian authors of geography textbooks for secondary schools. The aim is to fill the gap in information regarding the textbooks’ design and writing processes and to gather suggestions for their improvement. Through a questionnaire, based on the one applied by Lee and Catling (2017) to 7 English authors, we gather the aspects that 11 authors from Spain and Italy (7 and 4 respectively) take into consideration in the design of textbooks, the priorities they set, the issues they face and the innovations they hope. Their priorities are to avoid prejudices and stereotypes and to promote mastery of key geographical concepts. In the selection of case studies, they value relevance and newness. Among the difficulties, authors indicate the process of selecting and adapting content to formats and targets. As proposals for improvement, the use of digital tools and the introduction of methodological changes are suggested, towards a competency-based approach, which promotes observation, research, and critical thinking through the proposition of geographical problems. Authors agree on the need to provide current and useful content to understand the world. Although there are similarities with the study of Lee and Catling, differences also emerge, possibly related to advancements in technologies and in geography education.