Verified Indexed JournalEducation South Africa
Journal of Geography Education in Africa
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Explore Services Publisher: University of Pretoria
Print ISSN: 2517-9861
Online eISSN: 2788-9114
Subjects: Geography (General) | Keywords: geography, education, development, africa, sustainability, environment
AJCI Impact Metrics
Calculated using a 2-year citation window with regional Africa-weighted multiplier
Discipline Rank#23 of 143in Education
Bibliometric Provenance:
AfriJournal Citation Index (AJCI)
0.800
2-Year Mean Citation Rate
Impact (Excl. Self-Cites)
0.800
External Citations (100%)
Third-Party Attribution
Regional Rep Quotient (RRQ)
0.0%
Pan-African Authorship Share
Qualified (≥50% Pan-African Footprint)
Lifetime Citations
125
Verified Cumulative Citations
Journal h-Index
h-6
Mathematical Citation Depth
Citable Articles
16
Evaluated Catalog Articles
Historical Scientometrics Trajectory
Audited annual performance ledger tracking standard impact, self-citation exclusions, and publication output.
| Year | 2-Year AJCI | Impact (Excl. Self-Cites) | Regional Score | Citable Articles | Verified Citations |
|---|---|---|---|---|---|
| 2025 | 0.800 | 0.800 | 0.920 | 16 | 20 |
All scientometric data is licenced under Creative Commons Attribution 4.0 International (CC BY 4.0).Primary Index Registry: AfriJournal Indexing Authority.
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Indexed Articles & Publications
Articles cataloged in the indexing repository with verified DOI records and citation counts
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The challenges of Integrating Indigenous Knowledge in the teaching of weather and climate in Geography in Manicaland province of Zimbabwe
2019 • Vol. 6, Issue 1Peer-Reviewed Scholarly PaperDOI: 10.46622/jogea.v2i1.2483
Improving the quality of Geography Teacher Education through Geographical Information Systems and Self-Directed Learning
2023 • Vol. 10, Issue 1Peer-Reviewed Scholarly PaperDOI: 10.46622/jogea.v6i1.2209
The educational research landscape on GIS integration and challenges – globally and in South Africa
2020 • Vol. 7, Issue 1Peer-Reviewed Scholarly PaperDOI: 10.46622/jogea.v3i.2549
Using TikTok, memes, and YouTube in the geography classroom
2022 • Vol. 9, Issue 1Peer-Reviewed Scholarly PaperDOI: 10.46622/jogea.v5i1.3977
Namibian teachers’ perceptions and practices of teaching mapwork
2019 • Vol. 6, Issue 1Peer-Reviewed Scholarly PaperDOI: 10.46622/jogea.v2i1.2479
A critical reflection on the inclusion of spatial thinking in undergraduate Geography modules: A case study of selected South African universities
2024 • Vol. 11, Issue 1Peer-Reviewed Scholarly PaperDOI: 10.46622/jogea.v7i1.4738
The relationship between the teaching experience of South African geography teachers and their involvement in self-directed professional development activities
2022 • Vol. 9, Issue 1Peer-Reviewed Scholarly PaperDOI: 10.46622/jogea.v5i1.3992
Namibian secondary-level school learners’ lived experiences of Physical Geography
2022 • Vol. 9, Issue 1Peer-Reviewed Scholarly PaperDOI: 10.46622/jogea.v5i1.3785
Incorporating indigenous knowledge in the teaching of weather and climate in primary school classrooms in KwaZulu-Natal, South Africa
2022 • Vol. 9, Issue 1Peer-Reviewed Scholarly PaperDOI: 10.46622/jogea.v5i1.3953
Advancing Geography Education in Southern Africa
2018 • Vol. 5, Issue 1Peer-Reviewed Scholarly PaperDOI: 10.46622/jogea.v1i.2534
Showing 1 – 10 of 70 articles
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