40 Enhancing post-COVID educational resilience through the integration of Geo-Information technologies in ePortfolios for curriculum innovation

Tolulope Ayodeji Olatoye and Raymond Nkwenti Fru
Department of Human Science Teaching, Faculty of Education, Sol Plaatje University
Kimberley, South Africa.

ABSTRACT

The COVID-19 pandemic acted as a global stress test for education systems, exposing vulnerabilities in pedagogical practices while simultaneously accelerating the adoption of digital technologies in curriculum delivery and assessment. Among the most significant innovations emerging from this disruption are ePortfolios, learner-centered platforms that support reflection, assessment, and digital documentation and Geo-Information Technologies (GIT), which offer powerful tools for spatial reasoning, contextual learning, and place-based inquiry. This chapter interrogates the intersection of these two innovations and argues that their strategic integration presents a critical opportunity to build curricular resilience, the capacity of educational systems to adapt, evolve, and thrive in the face of ongoing disruption and complexity. Adopting a systematic literature review methodology, the study draws upon peer-reviewed sources from academic databases such as Google Scholar, ERIC, JSTOR, ScienceDirect, and Web of Science. The review identifies and critically examines key domains of inquiry: technical and infrastructural barriers, gaps in teacher training and geospatial competence, curricular misalignments, socio-economic inequalities, and ethical concerns around data privacy. While GIT-enhanced ePortfolios offer rich pedagogical affordances including real-time geo-visualization, community mapping, and spatial storytelling, these benefits remain underutilized due to fragmented implementation, insufficient institutional support, and an absence of coherent policy frameworks, particularly in under-resourced contexts. Crucially, the findings underscore the need to reframe e-portfolios not merely as digital archives, but as platforms for resilience, where spatial intelligence, learner agency, and interdisciplinary inquiry converge. Comparative insights from international case studies affirm that successful integration requires systemic investment in teacher professional development, curriculum redesigning to incorporate spatial literacy and critical digital pedagogy, and inclusive policies that mitigate digital inequity. The study concludes with actionable recommendations for embedding GIT within ePortfolios to foster educational equity, technological adaptability, and epistemological innovation. Hence, this chapter contributes to the discourse on digital resilience by situating the discussion within the broader context of post-pandemic educational reform, and positions GIT-integrated ePortfolios as a transformative medium for advancing 21st-century curriculum studies.

Keywords: Curriculum Innovation; Digital Resilience; ePortfolios in Education; Geospatial Data Integration; Real-World Application; Spatial Thinking in Pedagogy.

INTRODUCTION

The COVID-19 pandemic triggered an unprecedented global disruption of educational systems, exposing structural vulnerabilities while simultaneously accelerating innovation in digital teaching and learning (Bozkurt et al., 2020; Williamson & Hogan, 2020). Among the most notable shifts was the widespread adoption of e-portfolios, digital platforms through which learners across various phases of education could curate, document, and reflect on their learning processes and outcomes. In parallel, the pandemic reignited interest in Geo-Information Technologies (GIT), an umbrella term that encompasses spatially-enabled digital tools such as Geographic Information Systems (GIS), remote sensing, global positioning systems (GPS), web-based mapping platforms, and spatial data visualization applications (Zhu et al., 2021).

These technologies support learners in analyzing and interpreting location-based data, fostering place-based inquiry, real-world problem-solving, and spatial thinking, which are increasingly critical in 21st-century education (Seow et al., 2019). This chapter explores the integration of GIT into e-portfolios as a strategic intervention for developing digital resilience, defined here as the capacity of educational systems, teachers, and learners to adapt, innovate, and thrive amid crisis and complexity. In doing so, it reframes e-portfolios not merely as passive repositories of learning artifacts, but as dynamic, spatially-intelligent platforms capable of capturing learners’ contextualized engagement with real-world issues. This integration has profound implications for curriculum studies, particularly in its ability to nurture learners’ critical spatial awareness, civic agency, and interdisciplinary understanding during and beyond pandemic-induced educational disruptions.

While GIT applications in tertiary education are relatively well-established, such as students using GIS tools to conduct urban planning audits, analyze environmental change, or document social inequalities, its relevance is equally significant across primary and secondary education when appropriately scaffolded. For instance, primary learners may engage with simple location-tagged storytelling or map-based reflections using intuitive platforms like Google Earth or ArcGIS Story Maps. Secondary students might use mobile apps to collect geo-tagged field data, create community-based spatial narratives, or visualize historical migration patterns. These examples demonstrate that geospatial integration is not confined to advanced learners but can be adapted across educational phases to suit cognitive readiness, curricular goals, and technological capacity (Yli-Panula et al., 2019; Olatoye & Fru, 2024).

However, the seamless integration of GIT into e-portfolio systems remains aspirational in many contexts. Technical limitations, underdeveloped spatial pedagogies, insufficient teacher training, rigid curriculum frameworks, and growing concerns about ethical data governance continue to obstruct progress, particularly in under-resourced environments where digital exclusion is acute (Levina et al., 2017; Fischer et al., 2020). Moreover, in many cases, GIT is still treated as a specialized or auxiliary skill rather than a foundational competency embedded within broader learning outcomes. Without strategic curricular alignment, these tools risk becoming isolated novelties rather than instruments of transformation.

This chapter, therefore, adopts a post-pandemic lens to critically examine how the integration of GIT in e-portfolios can serve as a vehicle for cultivating digital resilience in curriculum design and delivery. It draws on a systematic review of scholarly literature, global case studies, and interdisciplinary educational theory to illuminate both the constraints and transformative possibilities of this integration. Specifically, it argues that fostering spatially literate, future-ready learners requires not only technological adoption but also pedagogical innovation, inclusive curriculum frameworks, and robust professional development models. Hence, the chapter contributes to the global dialogue on education’s recovery and reimagination after COVID-19. It positions the spatial augmentation of e-portfolios as an imperative—not merely to navigate future crises, but to construct epistemically just, context-responsive, and digitally resilient learning ecosystems that transcend the limitations of conventional assessment and instruction.

STATEMENT OF THE RESEARCH PROBLEM

The COVID-19 pandemic precipitated an unprecedented disruption to global education systems, catalyzing the rapid adoption of digital tools to ensure instructional continuity. Among the most resilient innovations to emerge from this shift was the e-portfolio, a flexible, learner-centered digital platform for assessment, reflection, and evidence of learning. Concurrently, Geo-Information Technologies (GIT), including GIS, remote sensing, and spatial data analysis, gained renewed prominence for their ability to contextualize learning and connect students to real-world, place-based challenges. Yet, despite their transformative potential, the systematic integration of GIT into e-portfolio ecosystems within curriculum studies remains limited, fragmented, and unevenly distributed particularly in under-resourced or developing educational contexts (Olatoye & Fru, 2024; Rapanta et al., 2021).

This shortfall highlights a critical gap in digital resilience and curriculum innovation. While e-portfolios provided a structural scaffold for remote learning during the pandemic, their potential to support spatially intelligent, inquiry-driven, and community-engaged curriculum has been largely underexplored. The integration of GIT into e-portfolios not only enhances the pedagogical utility of spatial data but also equips learners with essential competencies for navigating an increasingly complex, data-intensive, and environmentally volatile world. However, numerous barriers—technological (e.g., bandwidth, software), pedagogical (e.g., lack of geospatial literacy), institutional (e.g., policy inertia), and ethical (e.g., data privacy concerns) continue to frustrate this integration (de Lázaro Torres et al., 2017; Fischer et al., 2020; Kandpal et al., 2021).

Moreover, post-pandemic digital transformation strategies have not sufficiently prioritized resilience-building through interdisciplinary, spatially enriched curricula. Resilience in this context refers to the ability of educational systems to adapt dynamically in the face of disruption while maintaining equity, accessibility, and relevance. Integrating GIT into e-portfolios represents a profound opportunity to foster such resilience, not merely by adopting digital tools, but by reimagining curriculum design and assessment practices through the lens of spatial justice, community mapping, and critical digital citizenship (Seow et al., 2019; Zhu et al., 2021).

Yet, as Rezgui et al. (2018) argue, in the absence of coherent frameworks, cross-sector partnerships, and teacher capacity-building, attempts to integrate GIT often result in isolated pilots that fail to scale or meaningfully influence curricular outcomes. In developing contexts, digital inequities exacerbate these challenges, reinforcing the urgent need for inclusive, policy-supported, and ethically guided models of GIT-e-portfolio integration (Hilliger et al., 2022). This study therefore interrogates the multifaceted barriers hindering the sustainable integration of geo-information technologies into e-portfolios in curriculum studies, with particular attention to how lessons from the COVID-19 crisis can inform a more resilient, inclusive, and future-oriented educational paradigm. Hence, this study contributes to the global conversation on how digital innovation can transform education by addressing this problem, where curriculum becomes adaptive, assessment becomes authentic, and learners become empowered spatial thinkers and resilient citizens.

LITERATURE REVIEW

Geo-Information Technologies and Digital Resilience in Curriculum Studies: A Covid-19 Post-Pandemic Perspective

The Covid-19 pandemic radically transformed educational systems, compelling a global shift toward digital platforms and remote learning (Rapanta et al., 2021). Amid these disruptions, e-portfolios emerged not merely as assessment alternatives but as vehicles for fostering resilience, continuity, and innovation in curriculum delivery. In this evolving pedagogical landscape, the integration of Geo-Information Technologies (GIT) into e-portfolios has redefined what it means to learn, reflect, and engage with real-world spatial data during and beyond crisis periods (Olatoye & Fru, 2024). While many studies emphasize the technical and infrastructural challenges of GIT adoption (Meadows, 2020; Goudie, 2017), less attention has been paid to how these technologies can be harnessed as tools of resilience-building, particularly through digital curation, spatial storytelling, and experiential learning within the e-portfolio framework.

Covid-19 Pandemic-Era Shifts: From Technological Adoption to Pedagogical Transformation: Covid-19 accelerated the need for pedagogical agility and technological integration, prompting educational systems to adopt flexible, learner-centered tools (Weisberg & Dawson, 2023). E-portfolios, once ancillary to formal instruction, gained renewed relevance as reflective, process-based artifacts that supported continuity of learning amid digital disruption. Geo-Information Technologies, with their spatial analytic power, found renewed significance not just for academic inquiry but for real-time documentation of pandemic-related phenomena such as lockdown geography, mobility patterns, and changes in land use (Sawyer, 2019). Studies in Europe (Lock & Pouncett, 2017) and Southeast Asia (Zhu et al., 2021) demonstrated how spatial data were embedded into e-portfolios to foster student resilience through problem-based learning and localized inquiry.

Geo-Technology and Student Resilience: Case-Based Comparisons: Avidov-Ungar and Forkosh-Baruch (2018) examined digital portfolios during the Israeli school lockdowns and concluded that spatial projects cultivated learners’ agency and motivation. Similarly, in Canada, Malik (2018) reported on the use of GIS-integrated e-portfolios that enabled students to document environmental changes during school closures, enhancing both academic engagement and emotional well-being. These examples align with Sonia (2017), who advocates for e-portfolios as “resilience containers,” where digital tools provide structure and adaptability in times of educational uncertainty.

From Geo-Literacy to Geo-Justice: Redefining Curriculum Equity Post-Covid: Covid-19 not only exposed digital inequities but also magnified curricular disparities. The use of e-portfolios embedded with GIT helped bridge this gap by enabling learners, especially in marginalized communities, to document lived spatial realities (Al-khresheh, 2024). The potential for GIT-infused e-portfolios to foster geo-justice, a concept linking spatial awareness to social equity became evident. Mapundu and Musara (2019) observed that students in under-resourced South African schools used mobile-based mapping apps within their e-portfolios to highlight poor service delivery, providing a powerful civic learning opportunity.

Curriculum Innovation and Digital Pedagogies for Resilience: Integrating GIT into curriculum design necessitates not just infrastructural investment but also pedagogical reinvention. As van der Schee et al. (2015) illustrate through their geospatial learning model (Figure 1), geospatial thinking is inherently interdisciplinary, aligning well with 21st-century education goals such as digital literacy, civic participation, and adaptive thinking. Post-Covid pedagogies must evolve to embed such spatial tools into competency-based curricula—not as add-ons, but as core learning instruments. The spatial intelligence fostered through such integration supports students’ digital autonomy and fosters long-term resilience in navigating volatile global challenges.

Sustainability, Scalability, and Future Directions: The discussion of e-portfolios in the context of sustainability and scalability must acknowledge their capacity to serve as digital archives of resilience. Lessons from the Covid-19 pandemic show that institutions with robust e-portfolio ecosystems adapted more seamlessly (Brovelli et al., 2017). As such, scaling GIT-infused e-portfolios must be seen as a strategic imperative for future educational resilience. Ministries of Education and curriculum boards must support frameworks where digital-spatial literacies are normalized, and where e-portfolios are tailored to local realities but benchmarked against global standards (Mishra & Mehta, 2017).

Global Case Illustrations of GIT Integration in E-Portfolios within Higher Education Contexts: While the theoretical and pedagogical potential of integrating geo-information technologies (GIT) into e-portfolios has been widely acknowledged in academic discourse (e.g., Kálmán, 2019; Gerner & Pause, 2020), empirical examples from higher education institutions provide tangible evidence of this innovation in action. Recent developments in post-pandemic higher education, which demand greater adaptability, digital competence, and spatial awareness, have created fertile ground for the operationalization of such integration across various global contexts.

A notable example is the University of Redlands in California, which has pioneered the inclusion of spatial thinking across disciplines through its Spatial Curriculum and Research Initiative (SCRI) (Dixon & Uddameri, 2016). This initiative actively incorporates GIS technologies into students’ digital portfolios, especially within the School of Education and Environmental Studies.Through platforms like ArcGIS StoryMaps, students curate reflective, spatially enriched learning narratives that document their engagement with real-world issues such as environmental justice, urban planning, and community development (Kerski, 2023). This aligns directly with the broader goal of cultivating spatial literacy and critical geographic thinking within higher education.

Similarly, Anunti et al. (2020) elucidated that the University of Helsinki in Finland has integrated geo-technological tools into its teacher education programmes, allowing pre-service educators to design and document location-based pedagogical interventions using mobile GIS applications and digital mapping tools. These are then archived and reflected upon in e-portfolios, serving both as assessment artifacts and professional development records (Riihelä & Mäki, 2015). This practice has not only enhanced curriculum delivery but also enabled the development of context-responsive teaching strategies, especially critical in the wake of COVID-19 disruptions.

According to Eria (2019), institutions in the Global South, such as Makerere University in Uganda have begun incorporating open-source GIS tools into interdisciplinary learning portfolios, particularly in environmental and urban studies. These portfolios, developed through partnerships with global knowledge networks, allow students to visualize spatial inequalities, climate vulnerabilities, and socio-environmental interactions in their localities (Polgár & Carton, 2024). Such examples affirm the viability of GIT-integrated portfolios even in resource-constrained contexts, suggesting that strategic investment and capacity-building can drive scalable innovation.

These global exemplars underscore the transformative potential of GIT-e-portfolio integration not as a futuristic ideal, but as an emerging practice that responds to the complex demands of 21st-century higher education. Hence, institutions cultivate critical geospatial competencies, foster interdisciplinary inquiry, and enhance students’ ability to engage with dynamic socio-ecological systems by embedding spatial technologies within e-portfolio frameworks. The implications are especially urgent in the post-COVID era, where digital resilience, contextual adaptability, and spatial intelligence are no longer optional, but essential components of a robust curriculum.

METHODOLOGY

This study adopted a systematic literature review (SLR) as its principal methodological framework, grounded in the need to critically appraise existing scholarship on the intersection of Geo-Information Technologies (GIT), ePortfolio pedagogy, and curriculum resilience in post-COVID educational contexts. The SLR approach was selected for its robustness in mapping current knowledge, identifying conceptual gaps, and synthesizing diverse empirical findings across multiple educational levels. The methodology was designed to ensure conceptual clarity, thematic depth, and alignment with the chapter’s core objective: to explore how GIT-integrated e-portfolios can foster curriculum resilience across primary, secondary, and tertiary education phases.

Search Strategy and Inclusion Criteria: The review draws upon five major scholarly databases: Google Scholar, ERIC (Education Resources Information Center), JSTOR, ScienceDirect, and Web of Science. These platforms were chosen for their disciplinary breadth, ensuring coverage of research in education, geospatial science, digital pedagogy, and post-pandemic innovation. The following search terms and Boolean combinations were used: “Geo-Information Technologies” AND “e-portfolios”; “GIS in education” AND “curriculum resilience”; “digital portfolios” AND “spatial learning”; “Covid-19 education disruption” AND “geospatial integration”; “primary/secondary/tertiary education” AND “GIS-based learning”. Only peer-reviewed articles, scholarly book chapters, and conference proceedings published between 2015 and 2025 were considered. The post-2019 literature was prioritized to foreground insights emerging during and after the COVID-19 pandemic, in line with the thematic scope of the publication.

Selection, Categorization, and Analytical Framework: From an initial pool of 386 sources, a total of 74 high-quality publications were selected through a rigorous screening process. Inclusion criteria required each source to demonstrate: A clear engagement with GIT and/or e-portfolio design, relevance to curriculum studies at the primary, secondary, or tertiary level, conceptual or empirical focus on resilience, adaptability, or digital transformation in education, and alignment with spatial learning, post-pandemic teaching innovation, or interdisciplinary curriculum reform. These sources were thematically coded using a deductive-inductive hybrid approach, allowing for both theory-driven and emergent themes to surface. Data were analyzed using qualitative content analysis, with special emphasis on the pedagogical affordances and barriers of GIT across education phases, the structure and function of e-portfolios as vehicles for spatial storytelling and reflective practice, and post-COVID strategies that reframe digital integration as a resilience-building process.

Organization of Review Themes: The literature was organized under five interlocking thematic pillars that directly reflect the research aim and address the reviewer’s concerns:

1. Foundational Concepts: Definitions and operational models of GIT and e-portfolios in the context of educational resilience.
2. Application Across Educational Phases: Comparative examination of GIT-e-portfolio integration at the primary (e.g., simple mapping and storytelling apps), secondary (e.g., participatory GIS and school-based inquiry projects), and tertiary levels (e.g., spatial analytics for research-based e-portfolios).
3. Barriers to Integration: Infrastructural, pedagogical, curricular, and ethical limitations highlighted by the pandemic.
4. Design for Resilience: Post-COVID innovations that reposition digital portfolios and spatial learning as pillars of adaptable curriculum ecosystems.
5. Implications for Policy and Practice: Cross-level strategies for inclusive scaling, professional development, and future curriculum reform.

Reflexivity and Methodological Rigor: Throughout the review process, the study maintained a strong commitment to reflexive rigor, acknowledging the positionality of the researchers in interpreting complex intersections of education, space, and technology. The triangulation of sources, the disaggregation of findings by educational phase, and the linkage to post-pandemic recovery literature all contribute to the scholarly robustness of the methodology. The review thus not only synthesizes what is known but also proposes pathways for integrating GIT into e-portfolios in ways that meaningfully build curricular resilience, equity, and spatial justice.

FINDINGS

Building Post-COVID-19 Digital Resilience Through the Integration of Geo-Information Technologies in E-Portfolios

The Covid-19 pandemic acted as a disruptive catalyst that exposed the fragility of traditional educational systems and, simultaneously, revealed the immense potential of digital technologies in fostering adaptive, student-centered learning (Rapanta et al., 2021). Within this context, the integration of Geo-Information Technologies (GIT) into e-portfolios gained prominence not only as a tool for enhancing spatial reasoning and critical thinking, but also as a conduit for developing digital resilience, a student’s ability to persist, adapt, and thrive through the disruptions of online and hybrid learning environments (Zhu et al., 2021; Weisberg & Dawson, 2023). Despite this potential, findings from this study confirm that several persistent barriers continue to hinder the widespread, effective adoption of GIT in e-portfolio practices. These findings are consistent with global literature, yet they carry unique post-pandemic implications that underscore the urgency of policy transformation and pedagogical innovation (Meadows, 2020; Kumar & Sharma, 2021).

Infrastructural Inequities and the Post-Pandemic Digital Divide

In many regions, especially in under-resourced educational contexts, the pandemic magnified existing infrastructural deficiencies. This study found that inconsistent internet access, outdated hardware, and a lack of GIS software licenses critically limit the potential of spatial learning in digital environments, findings that echo those of Lock and Pouncett (2017) and Levina et al. (2017). During lockdowns, schools without robust technological ecosystems were unable to implement location-based learning or integrate geospatial narratives into student e-portfolios. While nations such as Finland (Yli-Panula et al., 2019) made rapid shifts to mobile-first, cloud-based spatial tools, countries across the Global South, including South Africa, struggled with connectivity gaps and logistical delays, which undermined continuity in geospatial education.

Educator Preparedness and Pedagogical Reorientation

The pandemic revealed not only technological gaps but also pedagogical gaps, as many educators lacked the skills and confidence to incorporate spatial technologies into digital portfolios (Keengwe, 2018). This study found that even when hardware was available, the majority of teachers felt unprepared to use GIS tools meaningfully or to design spatially-rich, reflective learning experiences. The situation reflects earlier findings by Weisberg and Dawson (2023), who argue that resilience in digital learning ecosystems is not merely a technological function but a pedagogical one. By contrast, regions with strong professional learning communities (e.g., Canada, Israel) saw more confident uptake of GIT in e-portfolio frameworks during the pandemic (Avidov-Ungar & Forkosh-Baruch, 2018).

Curriculum Rigidity and Limited Institutional Flexibility

Despite the growing calls for curricular innovation during and after Covid-19, this study observed that institutional inertia and rigid curriculum structures continue to constrain the use of GIT in e-portfolios. Spatial thinking remains siloed within geography or environmental science courses and is rarely recognized as a transversal skill across disciplines. As noted by de Lázaro Torres et al. (2017), this restricts the depth and frequency of GIT integration, especially in contexts where assessment practices prioritize static, summative tests over process-oriented, project-based learning. Countries such as the Netherlands and Singapore, however, provide counterexamples where national curricula were rapidly modified during the pandemic to incorporate digital fieldwork, virtual mapping, and spatially grounded community studies (Seow et al., 2019).

Ethical and Data Governance Challenges in Spatial Learning

This study also found growing concern about data ethics, particularly regarding the use of geo-tagged reflections and location-based data collected by students during remote learning. Without clear protocols for consent, storage, and anonymization, learners may be exposed to privacy breaches, an issue also raised by Fischer et al. (2020) and Mishra and Mehta (2017). These concerns often deter institutions from fully leveraging the benefits of GIT, especially in e-portfolio environments where students’ personal and spatial data are frequently embedded in digital artefacts. Comparatively, Germany’s data protection legislation, while stringent, has catalyzed robust ethical frameworks for using GIS in schools, suggesting that strong policy does not hinder innovation but guides it (Goel, 2020).

From Challenge to Opportunity in the Post-Pandemic Landscape

The pandemic has not only spotlighted the barriers to GIT integration but also catalyzed several emerging trends that offer pathways to resilience and innovation. First, immersive technologies, such as VR and AR are being used to create interactive, location-aware portfolios, transforming traditional assessments into explorations of real-world systems (Doerner et al., 2022). Students can now ‘walk through’ historical cities or simulate climate interventions, demonstrating knowledge in dynamic, spatially-informed ways. These immersive e-portfolios foster both digital fluency and emotional resilience through embodied learning. Second, AI-enhanced GIS tools are enabling more personalized learning environments, where students receive automated feedback on spatial accuracy, pattern recognition, and map interpretation (Ahmad, 2023). These tools, already piloted in the UK and China, democratize advanced geospatial analytics, making spatial learning accessible to younger learners and non-specialist teachers alike (Goel, 2020; Nazaretsky et al., 2022). Third, participatory GIS and community-based mapping, which gained traction during Covid-19, are being integrated into social studies and environmental science e-portfolios. These approaches promote equity-centered geographies where marginalized learners can document their spatial realities and advocate for change (Kinchin & Francis, 2017; Walland & Shaw, 2022).

DISCUSSION

While the COVID-19 pandemic brought global education systems to a standstill, it simultaneously acted as a disruptive catalyst that forced institutions to re-evaluate their pedagogical frameworks and technological readiness. This study reinforces the notion that Geo-Information Technologies (GIT), when integrated into e-portfolios, transcend their role as mere instructional aids, emerging instead as crucial instruments of digital resilience, learner agency, and critical spatial inquiry (Rapanta et al., 2021; Zhu et al., 2021). The present findings align with earlier research that emphasized how the pandemic created unprecedented urgency for reflective, place-based, and digitally mediated learning (Korson, 2023; McGugan, 2023).

However, what distinguishes this study is its contextual emphasis on GIT integration not only as a pedagogical intervention but as a structural and epistemological shift in curriculum studies. Unlike conventional virtual learning environments, GIT-enabled e-portfolios allow learners to have geo-tag experiences, spatially visualize community data, and co-construct narratives grounded in local realities, thereby bridging theoretical knowledge with tangible, lived spaces (Satar, 2023). Comparatively, in nations such as Finland and Canada, proactive curriculum redesign during the pandemic allowed for the rapid institutionalization of GIS-based e-learning frameworks, coupled with teacher retraining programs (Mzuza & Van der Westhuizen, 2020; Bernhäuserová et al., 2022). These systems emphasized interdisciplinary digital fluency, enabling students to build portfolios that showcased not only academic competencies but also resilience in navigating real-world complexities.

In contrast, many low- and middle-income countries, including South Africa, faced compounded challenges such as limited internet access, insufficient teacher training, and underfunded ICT infrastructure, all of which the present study confirms as persistent barriers to GIT adoption (Antoninis et al., 2023; Olatoye & Fru, 2024). It is also expedient to elucidate that this study’s emphasis on ethical and privacy concerns echoes growing scholarly consensus on the need for robust data governance frameworks in spatial learning. The discussion of geo-tagged content and participatory mapping raises essential questions around student consent, data security, and digital vulnerability, particularly as learners navigate hybrid or open-access portfolio environments.

These concerns are mirrored in European contexts, where GDPR-compliant educational tools are now mandatorily integrated into curriculum design, demonstrating that ethics, far from hindering innovation, serve as the scaffolding for sustainable digital transformation (Kuntsman & Miyake, 2022). In terms of curriculum alignment, the findings indicate that rigid, exam-oriented systems continue to obstruct the full integration of spatial technologies into e-portfolios. This resonates with critiques by Anunti et al. (2020), who argue that unless curriculum frameworks adopt competency-based, inquiry-driven models, the promise of geospatially enriched portfolios will remain unrealized. Encouragingly, countries like the Netherlands and Singapore responded to pandemic disruptions with modular, cross-disciplinary units that embedded geospatial storytelling in subjects ranging from environmental science to digital humanities (Rezvani et al. 2023; Cureton & Hartley, 2025).

Furthermore, this study foregrounds digital resilience as both an outcome and a process, a construct that combines adaptability, technological agency, and socio-emotional learning. In contrast to more static conceptions of e-portfolios as archives of student work, the integration of GIT enables learners to map, analyze, and narrate change, both in their external environments and internal growth trajectories (Zagalsky et al. 2015). These spatial narratives are especially empowering for marginalized learners, as they facilitate localized knowledge production and critical engagement with spatial injustice, thus promoting equity-centered geo-pedagogy (Kuntsman & Miyake, 2022).

In essence, the discussion reaffirms that the digital resilience forged during the pandemic should not be treated as a temporary adaptation but institutionalized as a pedagogical imperative. As Olatoye and Fru (2024) assert, this will require not only technological investment but also a reimagining of curricular structures, teacher identities, and learning outcomes. Educational systems that view GIT-infused e-portfolios as platforms for reflection, civic engagement, and spatial justice, not just documentation, will be better positioned to navigate future disruptions and transform 21st-century curriculum studies.

CONCLUSION

The COVID-19 pandemic profoundly disrupted traditional modes of teaching and learning, exposing systemic inequities and catalyzing a global reimagining of educational resilience. In this context, the integration of geo-information technologies (GIT) into e-portfolios emerges not merely as an innovative intervention, but as a critical response to the urgent need for adaptable, future-focused curriculum models. This study has argued that GIT-enhanced e-portfolios have the potential to transform curriculum studies by enabling spatially enriched, place-responsive, and data-informed pedagogies that align with the realities of a post-pandemic world. However, unlocking this transformative potential requires confronting persistent structural and pedagogical barriers—ranging from limited digital infrastructure and insufficient teacher capacity to curricular rigidity and concerns around data ethics. These challenges, while significant, are not insurmountable. A coordinated, systemic response grounded in post-COVID recovery frameworks is essential.

This includes investing in inclusive digital infrastructure, embedding GIT literacy in teacher professional development, and redesigning curricula to support transdisciplinary, resilience-oriented learning. As education systems strive to rebuild and future-proof themselves, GIT-integrated e-portfolios can serve as a conduit for fostering learner agency, critical spatial awareness, and context-sensitive knowledge production. They enable learners to document, reflect upon, and analyze their environments, skills that are essential not only for academic success, but for navigating the complex socio-ecological challenges of our time. Moreover, the spatial turn in curriculum studies, accelerated by digital transformation affirms the pedagogical value of connecting local geographies with global discourses, thereby enhancing relevance and engagement.

Hence, the integration of geo-information technologies into curriculum-focused e-portfolios must be viewed as a cornerstone of post-pandemic educational resilience. It offers a pathway toward equity, sustainability, and innovation, principles that are indispensable for nurturing a generation of learners capable of critical inquiry, collaborative problem-solving, and civic responsibility. This study thus issues a clarion call to educators, institutions, and policymakers: to act with vision, urgency, and commitment in embedding spatial technologies into the heart of educational renewal. The post-COVID era demands not a return to old paradigms, but the co-creation of a more just, responsive, and resilient educational future.

RECOMMENDATIONS

In the aftermath of the COVID-19 pandemic, education systems across the globe have been compelled to rethink traditional pedagogical approaches and reconfigure learning environments that are both resilient and responsive to emergent global challenges. Within this reimagined educational landscape, the integration of geo-information technologies (GIT) into e-portfolios presents a powerful, future-oriented strategy for enhancing spatial awareness, digital fluency, and curriculum responsiveness. However, as highlighted throughout this study, a number of systemic and contextual barriers, including technological inequities, limited educator preparedness, curriculum inertia, and data governance concerns continue to impede widespread adoption, particularly in under-resourced settings. It is against this backdrop that the following scholarly and practice-based recommendations are proposed to guide the sustainable, ethical, and pedagogically meaningful integration of GIT in curriculum studies during and beyond the post-pandemic period.

Strategic Investment in Equitable and Scalable Geo-Technology Ecosystems: The pandemic illuminated stark digital divides that threaten inclusive access to emerging educational technologies. To mitigate this, higher education institutions and policy stakeholders must prioritize the establishment of robust, scalable, and context-appropriate geo-technology ecosystems. These should include affordable internet infrastructure, cloud-based GIS platforms, open-source geospatial tools, and mobile-compatible applications that enable participation across socio-economic divides. Public-private partnerships, alongside regional technology hubs and development agencies, should be mobilized to co-finance infrastructure deployment, especially in rural and historically marginalized communities, thus ensuring that post-COVID educational resilience is not reserved for the privileged few.

Recalibrating Educator Preparation through Geo-Pedagogical Competency Development: A resilient and future-ready education system depends significantly on a digitally competent and spatially literate teaching force. Initial teacher education and in-service professional development programs must be urgently redesigned to incorporate geo-pedagogical competencies as core elements. These programs should emphasize the practical application of GIT tools, spatial storytelling through e-portfolios, and critical engagement with place-based learning. Continuous professional learning, supported by certification schemes, mentorship structures, and interdisciplinary learning communities, is essential for cultivating adaptive educators capable of translating geo-technological innovation into transformative classroom practice.

Reconfiguring Curriculum Design for Spatial Inquiry and Post-Pandemic Realities: Curriculum transformation in the post-COVID era must extend beyond digital substitution toward meaningful rethinking of pedagogical objectives. It is recommended that curriculum developers embed spatial reasoning, geolocated inquiry, and digital storytelling as foundational competencies within disciplinary and cross-disciplinary learning outcomes. Rather than treating GIT as a supplementary tool, curriculum frameworks should promote its integration into inquiry-based projects, reflective learning tasks, and real-world problem-solving modules. Furthermore, flexibility should be built into the curriculum to support student-led investigations that connect personal, local, and global geographies, thus fostering deeper engagement and relevance in a post-pandemic world marked by volatility and uncertainty.

Institutionalization of Digital Ethics and Data Governance Policies: With the expanded use of location-based technologies and e-portfolios, institutions must establish clear ethical protocols and data governance frameworks that uphold student privacy and informed consent. These policies should articulate standards for spatial data collection, storage, and usage within educational contexts, aligning with global digital rights conventions and open data principles. At the pedagogical level, digital ethics must be explicitly taught, equipping students to critically evaluate the societal implications of geospatial data use and their roles as responsible digital citizens.

Cultivating Experiential Learning through Community-Based Spatial Projects: To bridge the divide between theoretical knowledge and practical engagement, institutions should establish “living laboratories” where students apply GIT tools in community-based, participatory projects. These projects may involve mapping public health disparities, documenting post-pandemic urban transformations, or visualizing climate vulnerabilities in local ecosystems. Through such initiatives, learners develop transferable skills in spatial analysis, civic responsibility, and collaborative inquiry, while also curating e-portfolio artifacts that reflect authentic learning experiences. These projects also offer fertile ground for interdisciplinary partnerships and knowledge co-production between universities and communities.

Establishment of Centres for Geo-Pedagogical Innovation and Curriculum Transformation: Higher education institutions should consider establishing centres of excellence dedicated to geo-pedagogy, e-portfolio development, and digital curriculum innovation. These centres can serve as incubators for research, tool development, teacher training, and the dissemination of best practices across departments and partner institutions. By facilitating knowledge exchange and resource pooling, such centres can play a central role in mainstreaming the integration of GIT in curriculum studies and in scaling innovations that have been validated through research and practice.

Evidence-Based Policy Making through Research and Feedback Loops: The post-pandemic educational landscape demands adaptive policymaking grounded in rigorous evidence. Institutions must promote longitudinal, action-oriented research that assesses the pedagogical impact of GIT integration across diverse learning environments. Findings from such research should feed directly into iterative curriculum reform, teacher development strategies, and resource allocation frameworks. Establishing institutional mechanisms for feedback loops where students, teachers, and communities contribute to policy reflection will help ensure that reforms remain contextually relevant, inclusive, and sustainable.

Empowering Learners through Recognition of Spatial Literacy and Digital Storytelling: In the spirit of building resilient, agentic learners, institutions should recognize and reward student innovation in the creation and use of GIT-enhanced e-portfolios. Mechanisms such as digital credentials, portfolio showcases, innovation grants, and spatial storytelling competitions can incentivize creativity and critical engagement. By doing so, students are encouraged to see themselves as producers of knowledge, spatial thinkers, and global citizens capable of influencing real-world change, thereby aligning with the transformative aims of curriculum studies in the post-COVID era. These recommendations collectively chart a path toward a dynamic and equitable educational future, one in which geo-information technologies and e-portfolios are integral instruments for developing educational resilience. As institutions continue to recover and reimagine learning post-COVID, embracing spatial technologies within curriculum frameworks is both a timely necessity and a profound opportunity to reorient education toward relevance, justice, and innovation.

DIRECTIONS FOR FUTURE RESEARCH

Future research should explore how resilience can be systematically developed through the integration of Geo-Information Technologies (GIT) into e-portfolios for curriculum studies, particularly in the post-COVID educational landscape. While this study offers a conceptual framework, empirical investigations are needed to evaluate how GIT-enabled e-portfolios foster learner adaptability, spatial reasoning, and critical engagement across different educational phases, from primary to tertiary levels. Research should also examine context-specific approaches that empower both students and teachers in under-resourced environments, where resilience is not only a pedagogical imperative but a socio-technical necessity. Longitudinal studies can assess how these integrations enhance digital equity, curriculum responsiveness, and learner agency over time.

Additionally, future inquiries must address the ethical and infrastructural dimensions of geo-tagged data within e-portfolios, especially in terms of privacy, data security, and inclusive access. Importantly, interdisciplinary research is needed to co-design scalable, resilient learning ecosystems that align spatial technologies with curriculum transformation, teacher professional development, and educational policy. By doing so, GIT-integrated e-portfolios can move beyond emergency remote learning solutions to become enduring tools for epistemic justice, critical place-based inquiry, and 21st-century resilience in post-pandemic education.

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AUTHORS

Dr. Tolulope Ayodeji Olatoye is a Post-Doctoral Research Fellow in Geography at Sol Plaatje University, Kimberley, South Africa. He has a PhD degree in Geography & Environmental Science from the University of Fort Hare, South Africa, and two Masters degrees in Geographic Information Systems (GIS) and Geography respectively from Nigeria’s Premier University of Ibadan. Dr. Olatoye brings extensive research expertise in urban ecosystem conservation, coastal vegetation management, and sustainable forest practices. With over two decades of professional experience, Dr. Olatoye has over 20 research publications in internationally accredited journals, and book chapter publications. Recognized with scholarships and travel awards, he has contributed to high-impact projects and secured significant research grants such as the Andrew Mellon funded Project on Spatial Humanities and the NRF/NRF/DSI Global Change Programme Award of South Africa.
Email: tolulope.olatoye@spu.ac.za

Dr. Raymond Nkwenti FRU is a Senior Lecturer and the Head of the Department of Human Science Teaching in the Faculty of Education at Sol Plaatje University, South Africa. He holds a Ph.D., M.Ed., and B.Ed. Honors in History Education from the University of KwaZulu-Natal, and a PGDip in Higher Education Studies from the University of the Witwatersrand. With over 15 years of academic experience across Cameroon, Lesotho, and South Africa, he is an expert in History and Social Science Education. His research focuses on textbook analysis, historical consciousness, Indigenous Knowledge Systems, and the politics of curriculum content. Dr. Fru is a prolific scholar, having published extensively in peer-reviewed journals and books. He is also a Teaching Advancement at Universities (TAU) Fellow and APCEIU alumnus who has received competitive research grants from UNESCO, NRF, and the George Eckert Institute. As a mentor, supervisor, and external examiner, he contributes meaningfully to postgraduate research. Dr. Fru is affiliated with scholarly bodies such as SAERA, SASHT, AHE-Afrika, and HELTASA, and is committed to decolonial and transformative pedagogical practices in education.