Using GIS to Enhance the Educational Process for Palestinian School Students in the Subjects of National Education, Social Studies, and Geography

Abstract

This study explores the application of Geographic Information Systems (GIS) in teaching civics, social studies, and geography in Palestinian schools, aiming to shift from rote memorization to the development of students' spatial thinking and critical analysis skills. Its significance lies in the unique Palestinian context, where GIS serves as a strategic tool to protect national identity, geography, and historical memory against falsification. Using a descriptive-analytical method to examine curricula from grades 1-9 and leveraging reputable Palestinian data sources and mapping software, the study identified key themes for geographic representation—such as refugee camps, depopulated villages, and settlement violations—and proposed an integrative methodology involving experts from history, geography, information systems, and curriculum development to create an interactive application model that links national awareness concepts with digital maps. The findings emphasize the need for infrastructure and teacher training to integrate digital technologies, such as GIS, into formal education, highlighting how student projects can reinforce the Palestinian narrative by producing accurate, credible maps, ultimately contributing to a sustainable national model of digital education that supports Palestinian identity and consciousness.