STATISTICAL EVALUATION OF GEOSPATIAL COMPETENCIES IN PROSPECTIVE GEOGRAPHY TEACHERS IN HIGHER EDUCATION
This article analyzes the effectiveness of developing geospatial competencies in prospective geography teachers based on quasiexperimental research (N=92). Utilizing ArcGIS Pro and Web-GIS environments, students' spatial thinking levels were assessed using the international STAT methodology. Statistical analysis demonstrated a 42.5% increase in the mastery coefficient within the experimental group, confirming superior pedagogical efficacy compared to traditional methods (t=8.34, p<0.01; Cohen’s d=1.74). The findings serve as a methodological foundation for aligning higher pedagogical curricula with "University 3.0" standards and modernizing educational textbooks.
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