Analysing the opportunity to learn map skills from two geography textbooks in South African primary schools

Map skills are essential for navigating the world around us. This study aims to analyse the learning opportunities of map skills presented in two geography textbooks. The opportunity to learn framework is employed to investigate the textbook that presents better learning opportunities. It will address opportunity gaps and contribute to the reformation of education. This study is based on content analyses and follows the interpretive approach. Data were collected through document analysis, and Bloom’s taxonomy was used as a qualitative data analysis technique. Secondary data used involves existing documents or information that have already been collected. In this case, textbooks were studied. The study focuses on identifying the cognitive demand of map-related activities used in the textbooks. The study revealed that the two geography textbooks cover most of the map skills content, but the nature of the activities used demands different thinking skills. Furthermore, it recommends that map activities should be improved. Basic mathematics should be part of geography, as its poor integration in the curriculum contributes to a lack of map literacy. Additionally, there should be more application activities that can enhance learners’ ability to solve problems. By applying and incorporating questions with varying cognitive demands, learners can develop high-order thinking skills, including analysis, synthesis, evaluation, and critical thinking. The findings can significantly contribute to curriculum designers, authors, teachers, and learners who rely on the textbooks for information.