Abstract

This documentary research aims to analyze and synthesize educational theories and relevant scholarly works to develop a conceptual learning model for teaching geography in primary education based on constructivist theory, with the goal of promoting lifelong learning competencies. The study is driven by the growing global emphasis on 21st-century education reforms that call for learner-centered pedagogies, critical thinking, and skills transferable beyond the classroom. Geography education, often underutilized in foundational skill-building, presents rich potential for developing these competencies when informed by robust theoretical foundations. Constructivist theory, particularly the works of Piaget and Vygotsky, underpins this study. It views learning as an active, contextualized process whereby learners construct knowledge through interaction with their environment and peers. This research involves systematic analysis of academic texts, policy documents (e.g., OECD’s Education 2030 and UNESCO’s lifelong learning frameworks), and scholarly literature on geography instruction and constructivist pedagogy. The methodology includes document selection, thematic coding, comparative synthesis, and theoretical interpretation. Findings from the analysis suggest that constructivist-informed geography education supports the development of lifelong learning competencies, including critical thinking, collaboration, problem-solving, self-direction, and reflective thinking. The proposed learning model integrates four essential components: contextualized content, inquiry-based tasks, collaborative learning environments, and reflective practices. These elements collectively align with global educational goals and provide a structured pathway for curriculum innovation at the primary level. This conceptual model contributes to educational theory and practice by offering a framework for integrating constructivist principles into geography instruction. It supports curriculum designers, teacher educators, and policymakers in shaping pedagogical approaches that foster lifelong learning from an early age.