Abstract
Teaching geography gives pupils knowledge and skills about their local environment. As a result, when developing a school-level curriculum, geographic concepts, theories, and topics should be addressed. The purpose of the research work is to show the global trend of scientific research on the teaching of school geography. The practical significance of this study is that it is the basis for proposing solutions to the problems identified in the study. Different articles on studies of school geography teaching were retrieved using the Scopus databases. Scopus analyzer is used to get some analysis results, such as documents by year, source, country, keyword distributions, etc. VOSviewer Version 1.6.17 is used for the analysis of different units, such as co-authorship and keywords co-occurrence. The statistical analysis and network analysis show that researchers from the United Kingdom, the United States and Australia publish nearly 50% of all articles worldwide, ahead of other countries and territories. The results also indicate that the top two most productive universities from the top 10 countries belong to the United Kingdom and the United States. Another observation from the research results is that despite the large number of researchers participating in national and international co-authorship networks, many researchers are relatively isolated from each other. To sum up, research on the topic of teaching school geography has been conducted at the initiative of scientists from developed English-speaking countries and some Western countries, and it can be said that a steady increase in interest has begun to be seen only in the last 5 years. A network analysis of different parameters shows that there are many opportunities to contribute to further research in terms of improving competencies in school geography teaching and its contribution to sustainable development.