The purpose of this study was to analyze the challenges encountered in the teaching and
learning of mining in Geography in selected public day secondary schools in Ngong Sub-
County, Kajiado County. The research study examined how teaching and learning resources,
student attitudes and interests, and fieldwork and practical exposure opportunities affect the
teaching and learning of mining in Geography in public secondary schools in Ngong Sub-
county. The study was based on constructivist learning theory. A descriptive survey research
design was employed, and a quantitative approach was used for analyzing data. The study
was conducted in three public day secondary schools in Ngong sub-county. The research
sample included 90 Geography student participants and 10 Geography teachers. Simple
random sampling and the purposive sampling technique were used for data collection. The
data was organized and analyzed using SPSS version 21. The findings revealed significant
deficiencies in teaching and learning resources, particularly regarding the availability of
relevant textbooks, digital resources, and practical learning facilities. Students exhibited a
lack of enthusiasm and motivation towards mining education, despite recognizing its
relevance to their future careers. Furthermore, the study identified a critical gap in practical
exposure opportunities, as most students had limited access to field trips and hands-on
experiences that are essential for deepening their understanding of mining concepts. To
address these challenges, several recommendations were proposed: Students should actively
seek additional resources and communicate their learning preferences to teachers. Educators
are encouraged to employ diverse teaching strategies and integrate real-world examples into
lessons. Schools should allocate more resources for teaching mining and establish
partnerships with local mining industries to facilitate fieldwork. Additionally, the Ministry of
Education should ensure adequate support for Geography curricula by promoting practical
learning opportunities. These steps are necessary to enhance student engagement and improve
learning outcomes in mining education.