<![CDATA[Geography education increasingly incorporates digital technologies; however, evidence regarding their development, implementation, and impacts on student learning remains fragmented. This study synthesizes empirical research on technology-enhanced learning in geography education. A Systematic Literature Review (SLR) following the PRISMA protocol was conducted using studies retrieved from Scopus and Google Scholar. The review included peer-reviewed journal articles published in English between 2015 and 2025 that examined technology-enhanced learning in geography education and reported empirical evidence on student learning outcome. Study quality was assessed using predefined methodological criteria. From 181 identified records, 26 studies met the inclusion criteria and were analyzed through descriptive and thematic synthesis. The findings indicate three major trends. First, geography learning technologies have evolved from content digitization toward more interactive and contextual learning environments. Second, technology-enhanced learning promotes active participation and student engagement across various instructional models. Third, technology integration improves spatial thinking, ecological literacy, critical thinking, and learning motivation, particularly when supported by pedagogically sound instructional design. The review demonstrates that learning effectiveness depends not only on technology itself but also on the alignment between pedagogical design, purposeful technology integration, and institutional support. These findings provide implications for educators, curriculum developers, and policymakers in designing innovative and effective geography learning environments.]]>
