Teaching Geography at the University Level: An Integrative Conceptual Review of Geographical Thinking, Inquiry, and Professional Competence

University geography is expected to prepare students not merely to recall geographical concepts but also to interpret spatial relationships, investigate evidence, explain human–environment processes and address practical problems. This integrative conceptual review develops a framework connecting geographical inquiry, fieldwork, spatial thinking, geographic information systems (GIS), experiential learning, geo-capabilities and constructive alignment, with attention to African higher education and Uganda. The purposive interpretive synthesis examines six themes: disciplinary knowledge and social constructivism; experiential learning and fieldwork; geographical inquiry; spatial thinking and GIS; geo-capabilities; and constructive alignment and assessment. It identifies the need to connect conceptual understanding with question formulation, evidence generation, analytical reasoning, geographical explanation, ethical evaluation and professional application. The article proposes a six-stage progression—know geography, think geographically, investigate geographically, explain geographically, apply geography, and reflect and revisit—linked to an iterative cycle of questioning, spatial reasoning, evidence collection, analysis, interpretation, explanation, evaluation, application and reflection. Illustrative applications include urban expansion and wetland transformation, the Rwizi River catchment, agricultural change, service accessibility in refugee-hosting settlements, and tourism and conservation in Uganda. The framework is a conceptual proposition, not an empirically validated intervention; its feasibility, effectiveness and transferability require context-sensitive testing.