This paper explores the effectiveness of the Time Round Robin cooperative learning strategy in geography education through a Lesson Study research approach. The study was conducted in lower secondary geography classrooms and focused on enhancing students’ active participation, subject-specific competencies, and spatial thinking skills. Within the Lesson Study cycle, lessons were collaboratively planned, observed, and reflected upon, allowing systematic analysis of student learning processes. The findings indicate that the Time Round Robin strategy ensures equitable student participation, promotes structured geographical discussion, and supports the development of analytical thinking and the use of geographical concepts. Students demonstrated improved engagement, increased confidence in expressing geographically reasoned arguments, and deeper understanding of subject content. The results suggest that integrating the Time Round Robin strategy into geography lessons contributes to the development of functional geographical literacy and represents an effective pedagogical practice for improving the quality of teaching and learning.

The study employed a qualitative Lesson Study research design conducted in lower secondary geography classrooms. A cycle of collaborative lesson planning, classroom observation, and post-lesson reflection was implemented by a team of geography teachers. The Time Round Robin cooperative learning strategy was integrated into selected lessons focusing on geographical concepts and spatial reasoning tasks. Data were collected through structured classroom observations, student interaction records, field notes, and reflective discussions among teachers. Additional evidence was gathered from students’ written responses and task outputs to examine engagement levels and subject-specific understanding. The collected data were analysed thematically to identify patterns related to student participation, use of geographical language, and learning processes.

The findings indicate that the Time Round Robin strategy contributed significantly to increased student participation and more equitable involvement during geography lessons. Students demonstrated improved confidence in articulating geographically reasoned arguments, greater use of subject-specific terminology, and enhanced spatial thinking. The structured turn-taking supported focused discussion and reduced passive participation. The Lesson Study process also enabled teachers to refine instructional design and better respond to students’ learning needs. Overall, the results suggest that the method positively influences functional geographical literacy and deepens students’ conceptual understanding of geographical content.

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