This study aims to identify students’ perceptions of the teaching strategy employed by teachers during the Geography teaching–learning process, given that the experimental group used Google Earth Pro. The research sample consisted of 229 participants. The research methods were surveys and statistical analysis. The research hypotheses were based on the following premises: the use of Google Earth Pro software could influence students’ perceptions differently in terms of its impact on their personal learning experience and the teaching strategy applied in the classroom as a whole; there could be an association between how students perceived Google Earth Pro software and the benefits of this digital tool as a learning aid and as an integral part of the teaching strategy. The research hypotheses were statistically validated using the statistical test for comparing proportions and means and the chi-square test—Pearson’s correlation coefficient. The research results highlighted statistically significant differences between the experimental group (B) and the control group (A) in most components of the teaching–learning–assessment strategy (method, learning tools and teaching resources used, student organization) but also in terms of students’ interest and motivation for learning Geography, the content taught, the targeted skills, and the time allocated by students to preparing for Geography lessons. GEP brings numerous benefits to the teaching–learning process of Geography, having a positive impact on: understanding the content taught, applying what has been learned and transposing it into a new context, making connections with other disciplines, critical thinking, consolidating prior knowledge, and improving STEM knowledge.
Marioara et al. (Sun,) studied this question.