The Journal of The Korean Association of Geographic and Environmental Education ISSN:1226-511X(Print) 2586-5641(Online) 한국지리환경교육학회지

This study explores strategies to revitalize primary geography education by strengthening its identity and systematization. Adopting a backward approach that values teachers’ voices, the study highlights three key findings. First, teachers—regardless of academic background—identify the lack of identity, systematization, and professionalism as key factors in the marginalization of primary geography education. They emphasize the need for research in the psychology of geography education and the dissemination of its results. Second, the psychology of geography education should be more clearly reflected in research literature and teacher guides, especially in general overviews and subject-specific units. There is a strong need for content grounded in domain-specific psychology. Third, the psychology of geography education should be more prominently integrated into both pre-service and in-service teacher training. In establishing and implementing such support systems, academic associations such as the Korean Association of Geographic and Environmental Education are expected to play a leading role. This study suggests that the revitalization of primary geography education depends on reinforcing the domain-specific psychology of geography education research and ensuring its practical relevance to classroom teaching.