Abstract: The purpose of this research is to analyse the impact of using the Google Earth Pro application on the development of Geography-specific competences among lower secondary school students. The experiment on teaching geography with Google Earth Pro was conducted simultaneously in two different educational environments, in Belgium and Romania. The study was designed as an experimental model with a pre-test and post-test applied to the entire sample, which consisted of an experimental group and a control group.
The research follows a mixed-methods approach, as the data were analysed both qualitatively and quantitatively. The statistical analysis involved the application of nonparametric tests to compare the median distribution (Mann-Whitney U test), frequency, and means between groups, as well as the calculation of the effect size (Cohen’s d) for each item.
The statistical tests validated all three research hypotheses: (1) the use of Google Earth Pro produced a significant change in the formation of Geography-specific competences; (2) Google Earth Pro had a significant impact on the development of geographical competences among lower secondary students; and (3) the effect size of the intervention—teaching geography with Google Earth Pro—was statistically significant in shaping these competences.Google Earth Pro influenced the development of competences such as the interpretation of graphic representations, the ability to construct explanatory arguments, and spatial skills in both samples (Belgian and Romanian). The comparative analysis of the two samples from Belgium and Romania, belonging to different educational contexts, revealed some differences regarding the level of spatial skill formation—Belgian students encountered greater difficulties in developing this ability. The competence of constructing explanatory arguments was better developed within the Romanian experimental group.