Abstract

Background; The landscape of geography education has been revolutionized by digital technologies, which have enhanced map comprehension and analysis through platforms such as GIS, Google Maps, and Google Earth. This research investigates their influence on the geographical abilities of Form Three students, taking into account factors like availability and instructional integration. Methods; The study employed a mixed-methods approach, utilizing purposive, convenience, and stratified sampling techniques to gather data via interviews, Likert scales, and open-ended questionnaires. Findings; Results suggest that digital tools enhance spatial reasoning and practical problem-solving skills, but face obstacles in terms of access and effective implementation. Although digital literacy and student engagement were generally favorable, disparities in resource availability underscore the need for equitable adoption. Conclusion; The study concludes that digital tools should be used to supplement traditional teaching approaches, with an emphasis on accessibility and teacher guidance to achieve meaningful educational outcomes.