From observation to quantitative analysis: advanced Google Earth applications for self-learning in geoscience education

Purpose This study aims to explore the integration of Google Earth Pro into geoscience education, focusing on its potential to support student engagement, understanding of complex geological processes and analytical tools, beyond descriptive observation. Design/methodology/approach Two structured advanced activities were implemented with undergraduate students, focusing on plate tectonics and fluvial geomorphology. Participants used Google Earth’s geospatial tools and downloaded KLM files to analyze real-world data, including earthquake distributions, volcanic activity, seafloor ages and river characteristics such as entrenchment, sinuosity and slope, based on satellite imagery and elevation profiles. Findings The results provide a descriptive indication that students were able to complete complex geospatial analysis tasks involving both qualitative interpretation and quantitative calculations. The activities illustrate the potential of Google Earth as an accessible tool for connecting theoretical concepts with real-world data, in resource-constrained settings. Research limitations/implications The study is based on a descriptive, exploratory design without control groups or pre/post assessments, limiting causal interpretation of learning outcomes. Access to adequate computing resources also influenced student performance. Future research should incorporate controlled experimental designs, validated assessment instruments and longitudinal approaches to evaluate learning gains and spatial reasoning development. Practical implications The activities presented offer instructors a low-cost and accessible way to integrate interactive geospatial analysis into geoscience courses without requiring advanced geographic information systems (GIS) training or infrastructure. Using freely available Google Earth tools, educators can support self-directed learning and connect theoretical concepts with real-world data sets. The approach can be adapted to topics such as plate tectonics, geomorphology, hydrology and environmental science, supporting more engaging and inquiry-based teaching practices in resource-constrained settings. Social implications By relying on a free and widely accessible platform, this approach has the potential to reduce barriers in digital geoscience education, particularly in institutions with limited technological resources. It may support students in exploring real-world geospatial data and developing digital and analytical skills relevant to scientific investigations. The method also allows flexible and inclusive learning pathways, enabling students with diverse backgrounds to progress at their own pace. Originality/value This study extends the use of Google Earth in education by demonstrating how the platform can support structured quantitative geospatial analysis within a self-directed learning context. It proposes a step-by-step pedagogical framework that integrates real tectonic, geomorphological and hydrological data sets into hands-on activities accessible without advanced GIS training. The approach highlights the potential of accessible tools to support analytical skill development in geoscience education.