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GeoCapabilities is a distinctive approach to teacher professional development which foregrounds the educational potential of geographical knowledge. This paper examines the effect of GeoCapabilities on geography teachers' expertise. First, the paper explores a problem of teacher training which privileges technique for classroom effectiveness over geographical thinking. We then introduce the GeoCapabilities 3 project, presenting and discussing findings through teachers' reflections. We argue that GeoCapabilities 3 offers a model of teacher development, which supports teachers as leaders of curriculum change in an 'activist profession'. This is needed if geography education is to equip young people with knowledge capabilities for their future.

During the 2015 sudden rise in migration movements in Europe, approximately 2.4 million refugees arrived in Europe and 1.2 million asylum applications were received in the European Union countries. We were interested in finding out whether these rapid changes and the polarised attitudes represented in the media affected young people's attitudes towards people with different cultural backgrounds. This study, therefore, examined young people's global understanding in four European countries: Czechia, Finland, Germany and the Netherlands. The aim was to identify the level of world-mindedness of young people and compare the results with an earlier study (conducted in 2010) with the same research design. The research was targeted at a group of upper-secondary students in these countries. In total, 962 students participated in the study in 2017. Although the context in the observed countries varied, the findings revealed a stable state, or rather a slightly positive change of world-mindedness, to 2010 in all the countries. The results stress the need to remain sensitive to students' opinions and attitudes towards other people and cultures in geography lessons in general and especially when teaching and learning about current societal issues, inequality, exclusion and solidarity.