Gender and geographic literacy: a quasi-experimental study among secondary education students in the Balearic Islands

Gender is broadly explored as a factor that influences the acquisition of geographic literacy. Several studies have identified gaps between boys and girls, although not always with conclusive results. The study analyses the influence of gender on the acquisition of geographic knowledge and place location abilities (PLK) among secondary education students in the Balearic Islands, using a quasi-experimental research design. Pre- and post-tests were given to control and experimental groups, using a questionnaire and a digital mapping tool. The results show significant gender-related differences, especially in global geographic knowledge and PLK, where male students score higher, which could reflect differing interests between genders. On the other hand, such differences become reduced or disappear at the local scale, which suggests that the geographic literacy taught at school tends to be more balanced. The teaching intervention, based on map comparison activities, improved general performance, although it did not manage to bridge the gender gap at the global level. These findings highlight the need to promote inclusive teaching strategies as well as to explore methodologies that foster interest in geography and allow an assessment of its long-term impact from a gender equity perspective.