GEOGRAPHICAL CULTURE INDEX AS A TOOL FOR ASSESSING GEOGRAPHICAL THINKING IN SCHOOL AND UNIVERSITY GEOGRAPHY EDUCATION

Abstract

This study discusses approaches to assessing and developing geographical culture, based on the Geographical Culture Index (GCI) model. The study aims to diagnose the main components of geographical culture (C1-C5) and determine the effectiveness of pedagogical interventions at the school and university level.

The study was conducted at School Gymnasium No. 81 in the Bostandyk district of Almaty and at the Department of Pedagogy of Natural Science and Physical Culture at the Almaty Humanitarian-Economic University. A total of 239 people voluntarily participated in the study, including 143 10-11^th grade students and 96 1^st-2^nd year students specializing in “6B01503 - Training of Geography Teachers”.

A mixed-methods approach was used as the methodological framework: quantitative data were analyzed using ANOVA, while qualitative results were assessed based on classroom observation and reflective interviews. Cronbach's coefficient α = 0.82 confirmed the instrument's internal consistency and reliability.

The results showed positive dynamics in all components: spatial thinking (+12%), cartographic literacy (+15%), application of methods (+16%), data handling and modelling (+16%), and geographical image and worldview (+17%). The results of the intervention confirmed the effectiveness of the GCI model in forming and assessing geographical culture at school and university levels.

The study's conclusions emphasize the importance of integration and value-based approaches in geographical education, identifying new areas of pedagogical diagnostics.