| 1. Inquiry-based instructional approach |
| 1.1. Real-world problems | Inquiry topics should be relevant to students’ daily lives and reflect authentic geographical issues [11,26]. |
| 1.2. Question-driven inquiry | Inquiry questions should stimulate students’ curiosity and promote geographical thinking [24]. |
| 1.3. Evidence-based inquiry | Students should collect, analyze, and interpret data to support claims and conclusions [25,27]. |
| 1.4. Data analysis and conclusion drawing | Guide students in analyzing spatial patterns and relationships to draw meaningful conclusions. |
| 1.5. Reflection | Provide opportunities for students to critically reflect on their inquiry process and problem-solving strategies [24]. |
| 1.6. Active student engagement and collaboration | Students should actively participate in problem-solving, evaluating data, and constructing conclusions. Encourage collaboration and peer interaction [25]. |
| 1.7. Scaffolding | Provide structured guidance to support students’ inquiry process while gradually reducing assistance [11]. |
| 2. Use of GWS in learning |
| 2.1. Educational suitability | Select appropriate GWS that align with learning objectives and evaluate their effectiveness compared to other data sources. |
| 2.2. Accessibility and user-friendliness | Ensure that the selected GWS platforms are easy to access and navigate [7,18]. |
| 2.3. Use of real-time and dynamic data | Enable students to explore and analyze continuously updated datasets to enhance inquiry-based learning [7,8]. |
| 2.4. Interactive data exploration | Utilize GWS functionalities such as zooming, panning, and filtering to allow students to manipulate and explore data dynamically [28]. |
| 2.5. Spatial analysis tools | Support students in using spatial analysis functions such as measuring distances, overlay analysis, buffering, and hotspot detection [27]. |
| 2.6. Data visualization and interpretation | Promote the use of maps, graphs, and spatial analytics tools to enhance data comprehension and storytelling [26]. |
| 3. Geographical knowledge and skills |
| 3.1. Curriculum alignment | Ensure that learning objectives align with geography curriculum standards [29]. |
| 3.2. Knowledge and understanding | Develop students’ comprehension of geographical concepts, principles, and real-world phenomena [10]. |
| 3.3. Inquiry process and skills | Provide students with opportunities to engage in inquiry and apply findings to problem-solving and decision-making. Develop spatial analysis skills, including recognizing spatial distributions, patterns, and relationships [21]. |
| 3.4. Values and attitudes | Foster awareness, ethical considerations, and active participation in addressing geographical challenges [29]. |
| 3.5. Spatial thinking and multi-scale reasoning | Encourage students to examine local, national, and global issues, helping them connect local-scale investigations with broader geographical contexts [30]. |