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Stress and anxiety are well-known struggles for university students, and professional associations like the American Association of Geographers (AAG) have developed recommendations to address mental health. This commentary outlines interventions for accessing nature's healing benefits through location-based mobile app technology, such as iNaturalist, podcasts, and videos. This "pocket-sized" easy-access model can be utilized by geography and teacher education faculty, as well as undergraduate students. [ABSTRACT FROM AUTHOR]

Multiple perspectives on geographical thinking are lacking in the teaching of climate change in school geography. This study establishes an epistemic model through a co-construction design to support geography teachers' curriculum making with respect to climate change. We developed the preliminary model with four main geographical perspectives, including natural scientific, humanistic, social scientific, and posthuman perspectives, by drawing on studies in academic geography. Based on interviews with nine geography education researchers who have been involved in the GeoCapabilities project, we examined the educational potentials of multiple geographical perspectives in developing student's capabilities to react to climate change. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The 2030 Sustainable Development Goals (SDGs) have seventeen global goals for the sustainability of human life on planet Earth. One of these goals is to ensure access to water and sanitation for all. This article aims to formulate a grand design of Geography learning as part of social studies taught in the school. The context of the research is the east coast of Aceh Province. The research method used in this paper is a systematic literature review through books, scientific journals, and reports from several community-based water development programs. The grand design is formulated within ten years with three phases, namely (1) Acceleration; (2) Evaluation, and (3) Sustainable Education. The results of this literature review are expected to contribute to the management of water resources in the coastal area of East Aceh while at the same time increasing the implementation of the Merdeka Belajar (Independence Learning) policy at every level of education that is oriented toward local natural resources.

The article discusses the establishment and purpose of the NCGE Partner Network, which aims to support and empower geography education organizations. The network unites various organizations, both private and public, to collaborate and advocate for geography education. It provides a platform for partners to correspond and collaborate, shares news and opportunities, offers support for grant applications, and elevates the visibility of partners through various outlets. The article draws lessons from the natural world to explain the importance of the network, emphasizing the need for resilience, diversity, and tailored approaches in geography education. The success of the network relies on the involvement and mobilization of its members. [Extracted from the article]

"The Red Mirror: Putin's leadership and Russia's insecure identity" is a book by Gulnaz Sharafutdinova that explores the masterminding and streamlining of Russian public opinion during Putin's regime. The book analyzes the background of Russian development, the continuities and travesties of Russian identity, and the processes of shaping Russian opinion through media. It highlights the traumatic experiences of the 1990s and the sense of exceptionalism and external threat that underpin Russian collective identity. The book argues that collective identities matter to people and that aspects of the Soviet identity remain strong in Russia. [Extracted from the article]

The article, titled "Regional infrastructure systems: the political economy of regional infrastructure," provides an overview of global infrastructure systems with a focus on Europe, Asia, Africa, and the Americas. The author, Colin Turner, examines the history of infrastructure development in these regions, the involvement of state actors, and their connections to transnational economic networks. The book argues that states are the primary drivers of regional infrastructure development, driven by a need to secure and enhance their territoriality within an internationalizing economic system. While the book is comprehensive and accessible, it has a Eurocentric focus and overlooks certain regions and non-state actors. Overall, it provides a valuable foundation for researchers and educators studying regional infrastructures. [Extracted from the article]

This special issue continues in the spirit of ongoing debates on the future prospects, challenges, and limitations of the compelling academic project named Consumer Culture Theory (CCT) (Arnould & Thompson, [5], [6], [7], [8]; Arnould et al., [4]; Askegaard & Linnet, [9]; Askegaard & Scott, [10]; Belk & Sobh, [16]; Bode & Østergaard, [17]; Rokka, [47]; Thompson et al., [57]). In their commentary entitled I Some reflections on interdisciplinary CCT research: field boundaries, social impact and the semantics of consumer vulnerability i , Kathy Hamilton and Holly Porteous reflect on some of the challenges of working across conventional disciplinary boundaries to show how misunderstandings and preconceptions that might otherwise inhibit the development of CCT can be overcome and accommodated. Arnould is a visionary CCT writer because he continues to ask us to remember to put consumption, consumer culture, and capitalism in their appropriate cultural context, and from there we might be able to imagine alternative cultural fantasies. [Extracted from the article]

This short essay introduces the symposium "Teaching sports geography". The six papers that make up this symposium represent the first substantive interventions into the pedagogies of sports geography. Sports geography has a rich research literature that is briefly reviewed, before the paper goes on to consider enduring concerns that sports geographers have pursued over several decades. The paper also notes some of the many opportunities and challenges associated with the teaching of sports geography, before going on the provide an overview of the six papers in the symposium. The paper ends by briefly outlining prospects for the teaching of sports geography. It also acknowledges the recent death of John Bale who was the preeminent pioneer and scholar of sports geography, to whom this collection of papers is dedicated. [ABSTRACT FROM AUTHOR]

Sports mega-events offer rich and varied opportunities for educating students on key concepts defining geographical ways of thinking. Concept-learning, central to students' development, can be enhanced by issue-based enquiries that enable them to personalise and apply concepts in meaningful and memorable ways. A diverse range of activities constituting sports mega-events increases likelihood of stimulating interest among students, including those non-active in sport. This paper provides a pedagogic example to demonstrate how geography students can critically engage with their own sport interests to explore the threshold concept of place. It does so through the example of the Tour de France, a professional road cycling race. Three vignettes are presented to interweave theory and empirics, demonstrating how they might be explored using different understandings of place. The first vignette concerns mapping the Tour in relation to space and time, the second to materialities and a sense of place of a finishing line, and the third to a relational politics of place through the inclusion of Plymouth in the 1974 race. Further explorations of place are suggested through themes such as fixity, connectivity, mobility, and temporality, alongside suggestions for class discussion and deeper reflection among students. The pedagogic example provides a template applicable to other sports events. [ABSTRACT FROM AUTHOR]

In times of the COVID-19 pandemic, teachers on all levels have had to adapt to an online or hybrid teaching environment. People in geography, a discipline that traditionally values field trips to connect theory to practice, have had to find online alternatives for educational activities that normally would have taken place in the field. This has led to several innovative practices, which, however, have only to a limited degree been purposively tested for efficacy because of the ad-hoc, enforced nature of the required changes. This project deals with this issue by studying, through student workshops dealing with the creation of online didactic walking routes in two cities, how students can obtain specific geographical competences such as interpreting different historical layers that collectively shape the current urban fabric through online cartography. We found that students reported clear improvements in geographical reasoning skills, regarding both GIS and heritage interpretation. There were no clear patterns regarding the role of familiarity with the studied city for the quality of the produced story maps. On final reflection, we argue that online cartographic exercises are a valuable addition to the geographers' educational toolkit to bounce forward to a more resilient, reflective educational practice after the pandemic. [ABSTRACT FROM AUTHOR]

This article reflects on the author's experience of developing a standalone geographies of sport module that is taught using an active blended learning (ABL) approach. The article argues that an ABL pedagogy is an effective way of teaching meaningful sports geography to undergraduate students. It discusses how the approach allows a diverse range of relevant topics to be included, incorporating both "human" and "physical" geographies, and enables a personalised approach to learning. Teaching the geographies of sport provides students with opportunity to cement and enhance their understanding of fundamental geographical concepts whilst applying them to sports case studies that can be adapted to the interests of the student cohort. That is not to say that teaching of sports geographies comes without challenges, and this article reflects on some of those encountered. Most significantly, how to ensure that the module content is appropriate for final-year undergraduates as the body of dedicated geographical literature on sport is still comparatively limited. [ABSTRACT FROM AUTHOR]

The global climate emergency raises important questions for the future of fieldtrips in geographical education. Building on a longer history of these debates in the discipline, geography educators are paying increased attention to the environmental impacts of field-based education, as demonstrated by the Royal Geographical Society-Institute of British Geographers' (RGS-IBG) recent Principles for Undergraduate Field Courses. However, as important as these steps are, there is relatively little study of student engagement with discussions on the environmental sustainability of geographical fieldtrips. Reporting on a research project involving a survey, learning intervention and semi-structured interviews with undergraduate geographers based at an East Midlands university in the UK, specifically exploring these students' perspectives on geography fieldtrips and environmental sustainability, we argue that participatory and collaborative dialogue between teachers, students and other geographical stakeholders is crucial as geographers continue to grapple with the ethical, political, and environmental implications of these debates. [ABSTRACT FROM AUTHOR]

Comparison is an important geographic method and a common task in geography education. Mastering comparison is a complex competency and written comparisons are challenging tasks both for students and assessors. As yet, however, there is no set test for evaluating comparison competency nor tool for enhancing it. Moreover, little is known about university students' and prospective teachers' comparison performances and writing strategies for comparison texts. Therefore, in this study, we present an assessment tool aiming to evaluate comparison competency and assess comparison text structures. This tool can also be used as a possible scaffold to teach comparison competency. In order to evaluate the reliability and validity of the assessment tool, we tested it on a sample of 17 future geography teachers from a German university. Results showed that students possessed low levels of comparison competency, although they performed better in content-related aspects. Students utilized only a few of the available comparative text structures. Finally, results from the two parts of the assessment were positively correlated, linking comparison competency to the quality of the text structure. This shows that higher education geography programs should include content on comparison text structures when teaching comparison competency to help future teachers develop this skill. [ABSTRACT FROM AUTHOR]

For decades investors have sought to find ways of profiting off the billions of public dollars spent annually on systems of public schooling across the world. This interest has coincided with the growing marketization of systems of public schooling, especially in the United States, as well as the increased use of educational technologies (or EdTech). This study examines the implications of the growing use of profit-driven educational technologies for the politics and spatial practices of schooling. Specifically, it examines past experiences with market-oriented EdTech systems in Oregon and Michigan to highlight how the combination of market systems of governance and profit-driven EdTech practices depend on the deconstruction of links between schools, communities, and students in order to roll out aspatial and apolitical educational practices that maximize profits. The placeless vision for education embedded in profit-driven EdTech helps promote the reproduction of dominant orders and stifles place-based struggles over educational justice. [ABSTRACT FROM AUTHOR]

"Georgia: From Autocracy to Democracy" is a collection of works edited by Stephen F. Jones and Neil MacFarlane that provides insights into Georgia's transformation from autocracy to democracy since gaining independence from the Soviet Union in 1991. The book features contributions from a diverse group of scholars and practitioners, discussing topics such as Georgia's historical and spatial context, institutional and political transformations, and its relations with the international system. While the book offers valuable discussions, some contributions lack theoretical framing and read more like analytical reports. It is a valuable resource for researchers, policymakers, and anyone interested in Georgia's recent history. However, some of the content may feel outdated due to rapid changes in Georgia and globally, such as the impact of the COVID-19 pandemic and recent political developments. [Extracted from the article]

As NGOs have emerged as arguably the most prominent actors within the global development enterprise, their international activities and presence have grown to represent a key area of inquiry for development scholars. Existing literature on the geographic distribution of development NGOs leans heavily on quantitative analysis, which lends little insight into the deeper motivations behind the location-based decisions that these organizations make; this study uses a qualitative lens to fill this gap, shedding light on the question "Why do NGOs work where they do"? After interviewing representatives from 22 Canadian development NGOs, the research team determined several key catalysts, which shape the geography of these entities. These factors include existing relationships, personal visits, local requests, logistical ease, funder restrictions, documented need, and humanitarian crises. Furthermore, the decision-making framework related to project locations appears to evolve as organizations grow. [ABSTRACT FROM AUTHOR]

In the course of human history, continuous learning has been a vital component of societal development, underscoring the crucial role of a standardized educational environment. The academic setting significantly molds students' learning experiences, necessitating a profound comprehension by teaching staff of environmental factors influencing this process. This article aims to investigate the impact of environmental and geographical factors on the educational process, exploring how these elements shape educational environments and conditions. The research employs a comprehensive approach, delving into the diverse characteristics of environmental elements and their role in creating meaning within learning spaces. The study also analyzes key factors such as classroom size and lighting, recognized for their critical impact on optimizing learning environments. Findings offer valuable insights into the influence of environmental and geographical factors on education, unveiling crucial contributing elements to the creation of optimal educational spaces. The study's outcomes provide a foundation for improving educational structures and enhancing learning experiences by emphasizing the need for tailored learning environments aligned with children's behavioral patterns. [ABSTRACT FROM AUTHOR]

Copyright of Brazilian Journal of Education, Technology & Society (BRAJETS) / Cadernos de Educação Tecnologia e Sociedade (CETS) is the property of Brazilian Journal of Education, Technology & Society - BRAJETS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In recent years, the integration of digital technologies into educational practices has become a focal point for enhancing student learning experiences across various subjects, including Geography. Following this trend, the present study investigates the effects of digital technology use on high school Geography education by comparing traditional teaching methods with modern, digitally enhanced approaches. Thus, the main aim of the paper was to evaluate whether digital tools such as interactive maps, 3D simulations, and augmented reality can improve student engagement and academic performance in geography classes. A quasi-experimental research design was employed, involving quantitative analyses of student performance data before and after the intervention. The study sample consisted of 50 high school students divided into two groups: one taught using traditional methods and another exposed to digital learning environments. Curricular Geography tests were administered to the two groups, along with surveys and interviews, to assess differences in academic outcomes and engagement levels between the two groups. The findings indicate that students in the digital learning group outperformed their peers in the traditional setting, achieving higher test scores. This may be attributed to the use of interactive digital tools, which facilitated a deeper understanding of geographical concepts and promoted active participation in the learning process. However, the study also highlights challenges such as unequal access to technology and the necessity for ongoing teacher training to effectively implement digital resources. These conclusions and insights have led to several important implications for education. The positive impact of digital learning tools suggests that educational systems should consider integrating more technology into the curriculum to enhance learning outcomes. [ABSTRACT FROM AUTHOR]

Advanced Placement (AP) is a program initially developed by the College Board to engage "superior" high school students with rigorous college-equivalent coursework. Because the AP program has the potential to facilitate the college placement and success of diverse youth, the College Board has made equitable AP access a core objective. This article reports the results of an assessment conducted to gain a better understanding of the number and characteristics of students who have participated in AP Human Geography and how they fared on the exam. Although AP Human Geography enrollments have grown more diverse since the program's launch in 2001, unequal access to the course remains a challenge. Unequal outcomes on AP Human Geography exams are also evident when comparing mean scores and qualifying scores by race, ethnicity, and gender. The effectiveness of AP Human Geography for youth of color is compromised by the inordinate number of exams taken in ninth grade, a point in schooling characterized by widespread and embedded geography achievement disadvantages and unequal educational opportunities. Ensuring the equitable preparation of students for advanced geography coursework and fostering racial and gender equity in the curriculum are among the reforms recommended to reduce inequality in AP exam scores. [ABSTRACT FROM AUTHOR]

This Focus section of The Professional Geographer contains four articles that were prepared for a program assessment of Advanced Placement (AP) Human Geography. Using twenty years of AP program data, the authors probe into the participation of students in the course and how they fared on the exam. AP exam data were analyzed at the national, state, and district-level scales as well as for students differentiated by grade level, race, ethnicity, and gender. The Focus section concludes with a commentary that mulls the private and public values of a geography course in the AP program. This introduction presents the rationale for the program assessment, a summary of the key findings, and a call for geographers to improve the effectiveness of AP Human Geography while supporting research–practice partnerships, dual enrollment programs, and other locally conceived and tailored alternatives to corporate authority, prescriptive curriculum, and standardization in public education. An ongoing assessment of AP Human Geography is recommended as part of a broader discipline-based effort to strengthen and secure the status of geography in U.S. education. [ABSTRACT FROM AUTHOR]

Texas is the state with the largest number of students taking the Advanced Placement (AP) Human Geography exam. State policy allows schools to offer AP Human Geography in ninth grade as a substitute for the on-level World Geography Studies course. AP's growth in Texas has been driven by state policy that financially incentivizes students, teachers, and schools to participate in the program. This article examines changes in the geographic distribution of AP Human Geography course offerings and exam results in school districts across the state. Using data provided by the Texas Education Agency (TEA), AP Human Geography exam participation rates and scores were mapped for the period from 2014 to 2019. The results show the number of districts with low rates of qualifying scores has increased in each participation category with fifty-seven additional low-qualifying districts in 2019 compared to 2014. Racial and socioeconomic achievement gaps exist in many schools, calling into question the inequitable impacts of the state's AP incentives and the practice of using AP Human Geography as a warmup AP course. Texas school districts should improve the preparation of students for advanced course work. Researchers can further explore district-level AP participation and performance through case studies and other methods. [ABSTRACT FROM AUTHOR]

Since 2001, the Advanced Placement (AP) Human Geography program has grown substantially in terms of the sheer number of students taking the course and exam. The program's growth curve is a marker of increased exposure to complex subject matter in high schools, which is a core AP objective. Viewing AP Human Geography's growth in the aggregate, however, masks the program's unequal record of supporting the second fundamental goal of AP, which is to facilitate the college transition of participating students. By grade level, the highest AP Human Geography exam scores on average were earned by high school juniors and seniors. Most of the exams were primarily taken by students in ninth grade outside of New England and the Middle Atlantic. Students in Texas and Florida together accounted for 35 percent of the exams in the peak year of 2019. AP Human Geography's unintended status as a warmup AP course places it at odds with the College Board's AP guidance and contemporaneous reports that most students start high school lacking the knowledge and skills for advanced geography coursework. The geography education of younger students would be better served by on-level geography courses and placement tests that are predictive of AP performance later in high school. [ABSTRACT FROM AUTHOR]

Cartography is fundamental in geography education because it helps us understand the world and explain reality. This study focuses on analysing maps in 5th and 6th grade primary school textbooks published under the LOMCE and current LOMLOE legislative frameworks. Using analytical categories and the ATLAS.ti software, the typology of maps, the information that they provide, and the type of activities are analysed. The results indicate a smaller presence of maps in LOMLOE textbooks, although with a more significant didactic role. The purpose of these maps is not merely aesthetic, but fundamentally informative and explicative, and the territorial scope is diverse. A trend towards the inclusion of activities with a higher level of complexity is detected. Finally, the value of Cartography for geography teaching is discussed. [ABSTRACT FROM AUTHOR]

P-12 geography courses are often taught as a body of facts students should learn in order to be geographically literate. Geographers, however, typically think of their discipline as encompassing practices and core concepts that help people make sense of the world around them. In this article, we consider three teachers' pedagogical content knowledge in geography, specifically their knowledge and application of a problem-based geographic inquiry (PBGI) framework. We discuss the extent to which their classroom instruction reflected geographic practices and the cornerstones of geographic inquiry over the course of two years. Our findings suggest that 1) encouraging students to think beyond their current sense of place requires teachers to have a strong grasp of the cornerstones of geographic inquiry, 2) helping teachers to use PBGI strategies to promote geographic thinking for citizenship requires more models of exemplary practice than are currently available, and 3) developing pedagogical content knowledge for geography via professional development is critical but uniquely challenging. [ABSTRACT FROM AUTHOR]

Copyright of kul-tur: Revista Interdisciplinària Sobre la Cultura de la Ciutat is the property of kul-tur: Revista Interdisciplinaria Sobre la Cultura de la Ciutat and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Environment geography has strong characteristics in combining classroom learning and in the field. Currently, machine learning development were designed to help several problem particularly in education. This study aims to evaluate the quality of Geographic Information System based machine in rural and urban school. Moreover, we also measured effect of GIS based machine learning towards learning outcome. We used quasi-experimental design to ensure the effect of GIS based machine learning media towards learning outcome. Moreover, we also used curriculum implementation index to ensure current curriculum implementation by teacher. Students were divided into 3 groups (2 experimental groups and 1 control group). The experimental group was treated by applying a guided inquiry model through GIS based machine learning media while the control group was treated by conventional models. The results show that the quality of learning by utilizing Geographic Information Systems is remain low which is indicated by low score at laboratory and media. However, in general curriculum implementation index showed moderate score 6.8, respectively. Moreover, results of quasi experiment design showed that GIS based machine learning has significant effect on students' learning outcome which is represented by t -test score at 0.00, respectively. GIS based learning were able to enhance students' learning outcome, meanwhile at current condition we found low index for laboratory and media aspect both in rural and urban school. [ABSTRACT FROM AUTHOR]

Geographic information system (GIS) education empowers engineering students to make informed decisions, integrate comprehensive data, and communicate effectively through maps and visualizations. In GIS education, it is common to employ problem-based learning, which can benefit from the advantages of peer assessment methods. Among the benefits of peer assessment are the enhancement of students' capacity for analysis and synthesis, improvement in organizational and professional communication skills, and the development of critical judgement. However, a consequence of its application is that there may be variation in students' final grades, with no consensus in the literature on this matter. This paper explores the extent to which the application of peer ratings among students can modify student grades in the field of GIS education. This was achieved by conducting an experiment in which undergraduate engineering students assessed two problem-based learning activities carried out by their peers in two different basic GIS courses. The ratings obtained after the peer assessment were compared with the grades given by the instructors. The results allowed us to debate whether the teaching benefits of this strategy compensate for the differences between the students' grades and those given by instructors. Although no clear pattern was found in the mean ratings awarded by the two groups of evaluators, the results show that student engagement in peer assessment was high. This experience has demonstrated that the assessments of the two groups complement each other and allow students to gain a better understanding of their ratings and how to improve their skills. [ABSTRACT FROM AUTHOR]

Space and place, fundamental concepts in geography, uniquely contribute to the development of students' geographical thinking. Despite this, these concepts are underrepresented in German geography classrooms, partly due to a distinct lack of empirical evidence concerning the learning processes associated with learning complex geographical concepts. This study employed videography to explore how n = 64 grade twelve students from various school types in Germany develop a more sophisticated understanding of space and place during a 90 min. teaching experiment. To delve into the micro-level of students' learning processes, qualitative content analysis was employed to analyse the data. The subsequent detailed reconstruction of an individual learning pathway unveiled several pivotal moments. Notably, the concepts demonstrated significant potential for restructuring students' existing knowledge into a more conceptual and systematic framework. Moreover, barriers to learning were identified as well. For example, conceptual interferences between the concepts of space/place and other geographical key concepts such as sustainability were observed, partially impeding the formation of a clear conceptual framework in students' minds. The results provide insights for teaching implications, such as emphasising a single key concept to avoid conceptual interferences, and suggest further research avenues, including longitudinal studies to empirically derive learning progressions related to space and place. [ABSTRACT FROM AUTHOR]

Geography education research in Latin America is uneven in terms of its thematic focus and country-level contributions. Research demonstrates the necessity for a region-wide prioritization of geography education themes that builds on existing scholarship and adapts to emerging needs and trends. The Pan-American Institute for Geography and History, a scholarly society, established a research team with a four-year charge of advancing geography education in the region. Titled "Geographic Literacy for the Countries of the Americas", the initiative develops research agendas that encompass the diversity of definitions and criteria, scholarly activities, and curricular resources across countries. The purpose of this study is to follow the process of identifying geography education research priorities involving scholars representing most countries in the region; describe the priorities and activities identified by project team members; and discuss emerging long-term research agendas. The study uses a descriptive research design to describe the process in general and to specify the outcomes. Results show the prioritization of the four areas as follows: teaching geography online, teaching geography face-to-face, methodological foundations of geographic education, and connecting geography and education stakeholders. Activities and research agendas within these categories include both traditional, longstanding themes and emerging themes related to recent global crises and technological innovations. [ABSTRACT FROM AUTHOR]

This study examines relationships between geography achievement and the psychological characteristics of geography learners in eighth grade. Using data provided by the National Assessment of Educational Progress (NAEP), the researchers developed a statistical model of geography achievement comprising student and teacher/school-level predictor variables. The model included five predictor variables based on composite measures of student affective disposition. Hierarchical linear modeling accounted for data clustering. Controlling for the full set of predictors, geography achievement was positively associated with students' self-reported enjoyment of complex problems, academic self-discipline, and interest in and enjoyment of geography, whereas lower levels of geography achievement were associated with students' self-reported level of persistence in learning. Race, gender, disability, minority language status, and instructional exposure were predictive of affective differences between groups of geography learners. The results of the study underscore the need to consider student attitudes in efforts to close achievement gaps and encourage the future geography intentions of students in U.S. geography education. [ABSTRACT FROM AUTHOR]

Copyright of Entorno Geográfico is the property of Universidad del Valle and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As the demand for online education continues to rise, the digital divide has emerged as a significant challenge in the effective teaching of Geography in Open and Distance Learning (ODL) mode. This paper explores the various dimensions of the digital divide in geography education and presents innovative strategies to address these disparities. Focusing on access to devices, internet connectivity, and digital literacy, the study investigates the impact of the digital divide on students' engagement and learning outcomes. The research paper employs a mixed-methods approach, incorporating surveys, interviews, and case studies to gather insights from both educators and students. The findings highlight the critical importance of providing equitable access to digital resources in geography education. The paper outlines initiatives such as device loan programs, collaborations with internet service providers for affordable connectivity, and targeted digital literacy training to empower students from diverse backgrounds. Additionally, the research examines the effectiveness of various pedagogical approaches and technological tools in mitigating the challenges posed by the digital divide. The implications of the study extend beyond the immediate context of geography education, offering valuable insights for educators, policymakers, and institutions seeking to create inclusive online learning environments. By addressing the digital divide systematically, this scholarly article contributes to the ongoing discourse on enhancing educational access and equity in the era of open and distance learning. [ABSTRACT FROM AUTHOR]

Copyright of Pedagogy Studies / Pedagogika is the property of Vytautas Magnus University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuaderno de Pedagogia Universitaria is the property of Pontificia Universidad Catolica Madre y Maestra and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Learner-centered instruction fosters 21st-century skills and must be implemented in geography classrooms. In this South African case study, most teachers predominantly implemented teacher-centered instruction. The analysis of the results established a moderate but highly significant relationship between geography teachers' years of teaching and their implementation of teacher-centered instruction and a weak significant relation in the implementation of individual instructional strategies. Teachers with more years of teaching implemented more teacher-centered and individual learner-centered instructional strategies than early-career teachers. Teachers stated that learners and parents expected them to teach and that large classes hindered the implementation of learner-centered instruction. [ABSTRACT FROM AUTHOR]

This literature review examines research on efforts to decolonize geography education. The main research problems addressed are documenting the history of calls to reform geography curricula to challenge Eurocentric biases, synthesizing arguments on the need to decolonize curricula to empower marginalized voices, and identifying examples of implemented reforms. A systematic review methodology was utilized. Academic databases were searched using relevant terms, and inclusion/exclusion criteria were applied to identify 31 peer-reviewed articles published from 2000-2022. Key data was extracted, and thematic analysis was conducted to identify patterns related to the research problems. The review reveals longstanding calls to decolonize curricula from post-colonial perspectives that critique Western epistemic dominance. Arguments emphasize how current curricula perpetuate cognitive injustice by marginalizing indigenous knowledge and fail to address local perspectives on global issues. Examples of reforms in New Zealand, South Africa, and elsewhere demonstrate the localization of content, pedagogy, and knowledge. However, progress remains uneven. The study concludes that transforming geographic education is critical for social justice but depends on investments in teacher training focused on decolonization and indigenous knowledge to enable meaningful curriculum reforms. [ABSTRACT FROM AUTHOR]

According to Article 12 of the UNCRC, children have a legal right to have their views heard and acted upon as appropriate. In Ireland, this applies to local planning processes concerning children's localities whereby legislation was specifically enacted to recognise children as a group who were entitled to participate in the local planning process. However, while provisions are being made at policy level, children's participation in practice is extremely limited. Furthermore, recent research into the teaching of primary school geography in Ireland has found that didactic and text-book approaches are significant with teachers neglecting to teach about the local area and to use experiential learning methods such as fieldwork. Through a qualitative analysis of current research in primary geography education and children's participation in the planning process, this research presents a conceptual framework which enables children to participate in the local area planning process in Ireland through primary school geography. This conceptual framework provides a systematic and coherent way of approaching children's participation and the teaching of primary school geography. The key findings from this research centre around the positioning of schools and particularly the primary geography curriculum (PGC) to be the 'space' within which children's participation can and should occur. Enabling children's participation in planning processes to occur through the PGC serves to bridge the policy-practice gap pertaining to children's participation, building their capacity to participate, and ensuring the broadest possible sample of the population are included. It also addresses the policy-practice gap in the teaching of geography by ensuring the teaching of lessons involving experiential methods focused on the local area. This conceptual framework sets out a stepped, progressional approach to enabling children to participate in local area planning decisions by carrying out geographical investigations of their localities. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Theory & Practice in Education (JTPE) / Eğitimde Kuram ve Uygulama is the property of Journal of Theory & Practice in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this analysis is to provide insight into Hungarian secondary school students' preferences related to the European Union (EU). The survey conducted among 18-19-year-old students was completed through interviews with teachers interested in geography education. In the positive perception of the EU, the four basic freedoms, especially the free movement of people, appeared most frequently. Nearly half of the unfavorable properties can be associated with social problems. The investigation revealed three pattern types: in addition to the preferred Western European and Mediterranean countries, the far less preferred Balkan Peninsula and the block of countries neighboring Hungary appeared. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article explores Finnish early childhood education student teachers' mental images of the concept of the environment. The empirical dataset consists of drawings made by the student teachers (n = 106) and their written reflections (n = 40). A qualitative content analysis was performed on the drawings, utilizing the concepts of geography. Consequently, the elements of the natural environment, the built environment, public space, and private space in the drawings were explored. The results show that over half of the drawings do not depict any elements of the built environment, which is why these drawings depict the concept of nature rather than that of the environment. In everyday language, 'nature' is often regarded as a synonym for the 'environment'. In addition, more than 80% of the drawings lacked people. The natural environment, instead, was depicted as ideal without any environmental problems. The results suggest that the student teachers do not associate people and the built environment with the concept of the environment, culminating in a lack of interaction between people and the environment. Therefore, the study recommends diversifying student teachers' perceptions of the environment. Future teachers who have a better conceptual understanding of the environment are more likely to provide children with increased opportunities for exploring and investigating both the natural environment and the built environment. [ABSTRACT FROM AUTHOR]

Climate change is a wicked problem, defying simple resolution. Education in various forms and at various levels has sought to improve understanding and stimulate climate change action in young people. There exists, however, a certain wickedness in education systems as well that makes climate change education difficult to enact successfully. These include an unsupportive education environment where academic standards related to climate change are missing, the lack of an inquiry-based pedagogy that can be well-suited to investigating topics like climate change with no easy answers, and ill-prepared teachers who do not fully know both the physical science and social aspects of the topic. A review of education standards in the United States and the literature on the latter two issues is used to make the argument that it is the geography classroom that can serve as the best unifying space that is most supportive of holistic and meaningful climate change education. This future is possible should we be successful in amending standards, pedagogy, and teacher preparation. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Academic Social Resources is the property of Journal of Academic Social Resources and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Journal of International Business Studies (JIBS) is the top-ranked journal in the field of international business, but it aims to maintain its trajectory and make improvements. The article suggests that disruptive research, which leads to paradigm shifts, has a greater societal impact than consolidating research. The authors argue for a mix of both types of research and a multidisciplinary approach to capture global systemic risks. They also emphasize the importance of making research accessible to practitioners and policymakers. The article discusses strategies to increase JIBS' impact factor, including focusing on research with societal implications, leveraging the multidisciplinary nature of the field, and improving the readability of publications. The document emphasizes the need for IB scholars to contribute more to the field and highlights the addition of Global Sustainability as a sub-domain of JIBS. It discusses various forms of impact and the challenges of measuring societal impact. The document calls for problem-driven and phenomenon-based research, engagement with practitioners and policymakers, and a diversity of approaches and perspectives. It also highlights the benefits of incorporating perspectives from other disciplines, such as geography and sociology, to gain fresh insights into IB phenomena. The text emphasizes the importance of making research findings more readable and appealing to executives and policymakers, as well as the potential for collaboration between academic and practitioner outlets. The goal is to increase the societal impact of IB research and potentially improve the journal's impact factor. [Extracted from the article]

Copyright of Ereğli Faculty of Education Journal / Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi is the property of Eregli Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ondokuz Mayis University Journal of Education is the property of Ondokuz Mayis University Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study investigates the implementation of the Case Method and Team-Based Project learning approaches within the context of the Geography Education Department's cultural and political geography courses at Universitas Negeri Medan. These methods, relevant to the Merdeka Belajar - Kampus Merdeka (MBKM) program, aim to enhance student skills through active, applied learning. Employing a qualitative descriptive approach, the research gathered data via questionnaires distributed through Google Forms to a sample of 67 students out of a total population of 454 from the 2019-2022 academic cohorts. Findings indicate that the duration required for the Case Method varies with the complexity of the cases, ranging from 15-30 minutes for simpler issues to over 60 minutes for more intricate problems. The Team-Based Project approach necessitates 7 to 8 meetings, including initial planning and subsequent implementation phases, monitored by lecturers through direct communication or digital platforms like LMS forums or Zoom channels. However, the study reveals inefficiencies in applying these learning methods within the department, attributed to the substantial workload imposed by the Indonesian National Qualifications Framework (KKNI) and a lack of student engagement in assignments. It suggests a comprehensive revision of IQF assignments towards more discussion-oriented and field-practical approaches to address these challenges.