ABSTRACT
The Covid-19 pandemic, which has swept around the world since the beginning of 2020, has had a significant impact on education. Overnight, there has been a transition from traditional to distance learning. Both teachers and students of all types and levels of education had to face a new, unknown reality for which, in the vast majority, they were not properly prepared. The paper attempts to comprehensively identified the determinants of geographic education online at the level of primary and secondary schools, and analyzed selected conditions that have the greatest impact on its implementation. Qualitative and quantitative data was provided by literature research and the results of a survey conducted among 123 geography teachers. The model of the determinants of the geographic education process in the distance form adopted in the study indicates the extraordinary complexity of the online education process. Three groups of determinants were subjected to in-depth analysis: technological, law, and the teacher’s capacity, considering them necessary for the implementation of the distance learning process. © 2022 Informa UK Limited, trading as Taylor & Francis Group.