Learning Through WorldView is Visual and Productive: Diaspora Teachers Engage with the Platform

Recently, nearly twenty Armenian diaspora teachers participated in a now-traditional training session organized by the Visual Armenia Development Foundation, designed specifically to introduce educators from the diaspora to the WorldView innovative educational platform.

The training was part of a professional development course organized for the 9th consecutive year by the RA Ministry of Education, Science, Culture, and Sports, and brought together teachers from countries such as Belgium, Lebanon, France, and Russia. Their main teaching subjects included Armenian Language, Armenian Alphabet and Reading, Armenian Church History, and Homeland Studies.

Representatives of the Foundation-Haykanush Gheovondyan and Mariam Khachatryan-provided an in-depth presentation of the platform’s structure, it tools, and methods of use in the classroom. Special emphasis was placed on the use of interactive maps and gamified learning methods to enhance student engagement. The session also addressed new approaches to assigning homework, evaluating student progress, and reinforcing learning.

During the session, participants were also introduced to the WorldView on the Teacher’s Desk, a new methodological guidebook, with several techniques demonstrated in real-time to showcase their practical value.

Throughout the training, the teachers expressed sincere excitement and amazement as they explored the full capabilities of the WorldView platform.

It was also encouraging to see that several teachers were already familiar with WorldView and had been working with it in their classrooms.

Bagrat Ginosyan, a teacher at the Markarian-Papazian School in Lyon who teaches subjects such as History, Geography, Regional Studies, Homeland Studies, Western Armenian, and Chess, shared his experience:

“We start using WorldView from Grade 3, mostly during Homeland Studies, Armenian History, and Geography. We use it to study Armenia’s location and surrounding regions, to explore the formation of the Armenian people, and to visualize the legendary migration route of Hayk. There are so many viewing options that help students grasp concepts visually. By Grade 5, especially in the second semester, we use it more intensively to study Armenia’s mountains, bodies of water, rivers, provinces, and administrative divisions.

The platform has truly been a lifesaver for us. Before, we relied on traditional paper maps, which weren’t clearly visible to students. They had to sit very close to see or understand what was being shown. With WorldView’s digital maps, they can zoom in and out—everything becomes vivid and highly effective.”

Mr. Ginosyan also pointed out that the platform offers multiple options for manipulating spatial views, which helps students visualize the content more vividly. Starting in the second semester of 5th grade, his students increasingly use the platform to explore Armenia’s geography—its mountains, rivers, lakes, provinces, and administrative divisions—which significantly enhances their understanding of the subject.

During the Q&A session, teachers expressed a desire to register on the platform and begin organizing their lessons using WorldView.
The training concluded with a group photo and the hope of continuing the collaboration.