A Process for Integrating Google Earth Into History and Geography Teaching at Lower Secondary Level From a Competency-Based Perspective

This paper proposes and examines a structured process for integrating Google Earth into lower secondary History and Geography teaching to develop student competencies. Using established educational theories—competency-based education, constructivist learning theory, and the TPACK framework—the paper conceptualizes Google Earth as a cognitive tool for reshaping learning around meaningful spatial-temporal relationships. It identifies the need for explicit, theory-based guidance for leveraging Google Earth’s pedagogical potential beyond illustration, with a focus on fostering historical and geographical thinking and authentic knowledge application. To address this need, the paper outlines a process consisting of four stages: analyzing learning objectives and content, selecting instructional methods and tools, lesson planning, and evaluation and refinement, with guiding principles to ensure rigor and feasibility under Vietnam’s 2018 General Education Curriculum. This process is intended as a practical framework for teachers' systematic and flexible use of digital technology. The discussion details the proposed process’s benefits, implementation requirements, its limitations, and suggests directions for further research.