Understanding teachers' perceptions of geomedia: Concerns about students’ critical literacy

This study examines Finnish geography teachers' (n = 16) perceptions of the significance of geomedia and geomedia teaching. Thematic analysis was applied. The findings reveal teachers' concerns about students' cursory critical geomedia literacy as well as the potential of geomedia to enhance students' management of information overflow. Teachers' perceptions of digital geomedia teaching were diverse. The significance teachers associated with geomedia was not aligned with their perceptions of digital geomedia teaching. This study suggests that diversity and incoherence regarding teachers’ perceptions of geomedia should be addressed in teaching and teacher education research internationally. •Geomedia is significant for students' developing critical literacy.•Teachers felt accountable for making students comprehend digital geomedia.•Digital geomedia teaching revealed students' diverse digital competences.•Critical geomedia literacy was more valued than technical management of geomedia.•Teachers' perceptions of digital geomedia teaching focused on the technical skills.