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Geographic inquiry has immense potential to spark the interest of school students in science and societal issues, such as climate change or resource scarcity. However, implementing inquiry-based learning in secondary school contexts is frequently seen as a challenge. So far, standardized geography assessments have primarily focused on students' spatial-thinking abilities, and there is a dearth of practicable tools to measure their inquiry skills. This study aimed to translate the self-report geographic inquiry process skills scale into Kazakh and test its reliability and validity among Kazakhstani secondary students. A total of 826 secondary school students aged between 13 and 18 were included in the analysis. Both exploratory and confirmatory factor analyses jointly supported a five-dimensional structure of the questionnaire. The scale exhibited sound measurement properties, including consistency over a two-week test-retest interval. The scores for the adapted instrument were not significantly correlated with participant gender, grade, age, or time spent preparing for the cross-national geography assessment. Proposals for future research are outlined. [ABSTRACT FROM AUTHOR]

Employment of various innovative tools for education in the post-epidemic era is an urgent issue of improving the quality and efficiency of education and the relevance of educational material. The study aims to investigate the impact of the use of drones and virtual reality in educational models of student learning in the post-pandemic period. The study was conducted using a quantitative method, a sociological survey, a pedagogical experiment, and mathematical processing of the results. The study involved fourth-year students (n=748) studying in the following specialties: geography and ecology (n=119), engineering, robotics (n=135), architecture and urban planning (n=120), agriculture, agronomy (n=118), information technology (IT) (n=139), journalism (n=117), and teachers (n=258) with more than 5 years of experience. For the educational process of students of each specialty, the scope of application of drones and virtual reality has been developed. Classes with the use of drones and virtual reality were held 2 times a week for one academic semester. Afterward, students were interviewed using an adapted questionnaire to study their attitudes toward virtual reality technologies and drones for learning. Students of all specialties positively evaluated various aspects of the use of drones and virtual reality in their educational process. The use of drones helps to improve student engagement and visual attention and has a positive impact on learning efficiency and student satisfaction with the learning process. Teachers approve of the use of drones and virtual reality in teaching but point out that further development of the methodology for training stakeholders in the educational process, infrastructure, improvement of curricula, and consideration of various aspects of technology use is needed to further effectively implement drones and virtual reality in the learning process. The practical significance of this study is to present aspects of the use of drones in teaching students of certain specialties and to study the impact of the effectiveness of the use of these technologies on the opinions of students and teachers. [ABSTRACT FROM AUTHOR]

Blank paper maps are often used to assess student location knowledge. A total of 502 students enrolled in 12 undergraduate World Geography classes between 2016 and 2022 were initially asked to find some of the following countries on a blank world map: Afghanistan, Australia, Brazil, Canada, China, France, Germany, India, Iran, Iraq, Japan, Mexico, Nigeria, North Korea, Russia, Syria, Ukraine, the United Kingdom, the United States, and Venezuela. Comparing student cohorts, results were generally mediocre and consistent over time, yet changes in identification accuracy appear with the beginning of the COVID-19 pandemic and in times of intense US media coverage of a country. [ABSTRACT FROM AUTHOR]

The objective of this research was to determine if and to what extent students' learning of geographic concepts can be improved through incorporation of hands-on play with Play-Doh® and LEGO® and geospatial technologies, specifically drones. The project team conducted six months of biweekly, collaborative instruction at Comstock Middle School in Michigan incorporating in-class activities such as drawing mental maps, creating contour lines of model landscapes in water boxes, constructing 3D landscapes from 2D topographic maps, building and operating small drones, and more. Compared pre- and post-tests reveal a 14% increase in overall scores, a statistically significant improvement in student performance. [ABSTRACT FROM AUTHOR]

Global citizenship education (GCE) plays an important role in preparing citizens with the competencies to tackle existing and emerging challenges brought on by globalization. Yet, determining the desired purposes of GCE is contested as it is shaped by different perspectives on globalization, and conceptualized through different discourses in different contexts. This article uses Biesta's three purposes of education – qualification, socialization and subjectification as a theoretical framework to examine the purposes that the K-6 geography curriculum in the Australian Curriculum serves in relation to developing global citizenship competencies through an analysis of the curriculum policy. Our analysis shows that without a clear purpose for global citizenship in the curriculum policy, global understanding is consistently related to Australia as a nation state when represented at all, limiting learning opportunities to develop global thinking that supports a critical democratic discourse of global citizenship through the subjectification purpose of GCE. Instead, the K-6 geography curriculum is largely invested in socialization towards neo-liberal ends and a passing qualification function that prepares students to be 'knowledgeable' as they enter the world. [ABSTRACT FROM AUTHOR]

Organizations often use blogs as a promotional vehicle to create superior value for their stakeholders. While blogs are one of the most utilized digital marketing tools, there has been limited academic research and in-depth applications on how to successfully design and execute such initiatives. This article fills that gap by providing a sound and systematic approach for implementing and improving this marketing communications priority. The case study explains how to launch, assess, and enhance a customer value blog to inform and engage readers. Using blogging and customer value literature as well as qualitative and quantitative metrics, research and strategic marketing insights are offered. Data are presented and analyzed from the Customer Value blog on viewership, comments, popular topics, categories of interest, and usage by geography, technology, and traffic sources. Recommendations to generate strong content, adapt and promote the blog, and teaching ideas are offered. Students, marketers, and businesspersons gain real world knowledge on the latest customer value topics from thought leaders. The process described in this article is readily adaptable by marketing educators and businesses interested in creating a blog to strengthen relationships with their target audiences. [ABSTRACT FROM AUTHOR]

Geographical perspectives involve sensitivity to spatial-temporal change, scale (from local, national, regional to global), the role of place (geographically and culturally diverse contexts), and the spectrum of environmental, social, political, economic, and institutional processes that combine to shape retailing. Grimmer emphasizes the leadership role local government policymakers have in supporting retail environments, and provides a series of practical recommendations for local governments, while highlighting the importance of good communication between local governments and key industry stakeholders. The world of retail is constantly changing, whether it is the shift away from bricks and mortar shops to online shopping, the "death" of the high street (Hubbard, [8]; Jones and Livingstone [9]; Teller [10]), the revival of some traditional markets (Gonzalez and Waley, [7]), the shift to sustainable consumption (Bianchi and Birtwistle [2]; Williams and Paddock [11]; Jones, Hillier and Comfort, 2014), or responding to the impact of a global pandemic. [Extracted from the article]

Many dark tourism sites are positioned as a domain for exploring moral judgements and behaviours. This study draws on German students' narratives of Auschwitz to examine the dark tourism site as an alternate teaching space. Employing thematic analysis of students' comments to identify the meanings that the students attached to the Auschwitz site, the findings reveal that Auschwitz provided the students with learning opportunities, affirming collective identity, emotional engagement, and moral reflection. Auschwitz was experienced as a moral space imbued with moral judgements. The theoretical concept of moral geographies is valuable for explaining the moral complexities associated with educational dark tourism and informing effective management of dark tourism sites to guide the objectives in educating young people. [ABSTRACT FROM AUTHOR]

“Coğrafya Tedrisatı” başlıklı bu çalışmada modern coğrafya anlayışının Türkiye’ye yerleşip benimsenmesinde öncü rol alan isimlerden Faik Sabri Duran’ın Tedrisat Mecmuası’nda yayınlanan “Coğrafya Nedir?” ve “Coğrafyanın Kıymet-i Terbiyesi” başlıklı makaleleri doğrultusunda coğrafya ve coğrafya eğitimine dair değerlendirmeleri yer almaktadır. Faik Sabri ilgili makalelerinde coğrafyanın sadece okullarda okutulan bir ders değil gündelik hayatta her an karşılaştığımız bir alan olduğunu göstermekte, coğrafyanın müşahede, mülahaza, muhakeme esaslarına müstenid olması gerektiğini ifade etmekte ve eski coğrafya anlayışını ve coğrafya eğitimini tenkit etmektedir. İlgili metinlerin günümüz Türkçesine çevirisinde Türk Tarih Kurumu’nun Osmanlı Türkçesi transkripsiyon kuralları dikkate alınmıştır. Arapça-Farsça kökenli kelimelerin anlamları çevirenin notu ifadesiyle dipnotta gösterilmiştir.

Academic language in geography education has attracted attention due to the increasing linguistic heterogeneity in most classrooms. Considering that subject-specific language differs from the language students use in their everyday lives, language-aware geography education contributes to addressing subject-specific language demands. However, there seems to be little empirical research and no systematic overview available concerning this topic. Thus, the aim of this study is to systematically review publications that empirically researched language in geography education to provide a synthesized state of knowledge for future research in this field. In accordance with the PRISMA guidelines, a final selection of 38 studies from three literature databases–Web of Science, ProQuest, and Scopus–were analyzed in this study. The empirical studies were categorized with reference to their subject-specific themes, concepts of space, and working methods, as well as the examined language. The main findings showed that the studies primarily examined language at the text/discourse level and in the written language mode. Particularly, the studies predominately investigated reading skills. Furthermore, physical geographical themes were at the center of the set of publications. This systematic review has both theoretical and practical implications for future research on the role of language in geography education research. [ABSTRACT FROM AUTHOR]

Purpose: The current "Anthropocene" epoch has witnessed an imbalanced global change, but it is an opportunity to design a better and sustainable future. Sustainability criteria need to be fully implemented in political institutions, companies and universities. Moreover, sustainable pedagogies must accompany the process in terms of students' professional competences to overcome crisis situations. This paper aims to evaluate geography degrees in Spain to corroborate whether students and teachers consider that students are prepared to address the challenges of global change. Design/methodology/approach: The research is focused on the sustainable development goals (SDGs), a clear and easily identifiable framework for society that reflects the principles of the UN 2030 Agenda. A statistically validated questionnaire answered by 319 respondents has been used. Data analysis with descriptive and inferential techniques was performed. Findings: The results show that geography degrees do not meet the needs of students, for whom career opportunities will be related to the implementation of the 2030 Agenda; there are significant gaps between the perception of teachers and students; some geographical topics are undervalued; SDGs are more present in optional subjects; and there is a need to "sustain" the curriculum, following this highly valued framework. Originality/value: Geography educative programs had scarcely been empirically evaluated to check a sustainability framework implementation. This research provides innovative and unprecedented self-assessment results from higher education agents, in an empirical and statistically validated way. [ABSTRACT FROM AUTHOR]

Recent work in children's geographies and geographies of education has presented the argument that when conceptualising the various roles that adults occupy in children's lives, it is equally important to conceptualise adultism. In this paper we argue that this existing work critiques adultism's logics but does not adequately conceptualise adultism's structural and scalar spatialities. We reconceptualise adultism as a structural and scalar phenomenon by examining our case study of a community music programme designed to reconnect children with their 'learning identities'. We borrow the spatial metaphor of 'chains' from human geography's postcapitalist literature to highlight how adultism structurally pervades this space of resistance, underscoring the more broadly applicable point that practices of resistance that fail to address adultism's co-creative relationships with other structures of domination can end-up reasserting adultist relations. However, towards the end of the paper we argue that this reconceptualisation of adultism does not mean community music (or other critical pedagogies) should be abandoned, rather illustrating how the organisation in our case study innovate in order to address adultism's structural and scalar facets. [ABSTRACT FROM AUTHOR]

This article contains a representative listing of fictional children's literature titles, which relate to selected geographic concepts. Texts in the picture books were examined based on their geographical concepts. Within the scope of the research, 82 picture storybooks selected through the criterion sampling method were analyzed via content analysis. Expressions devoted to location, place, interaction between human and environment, action and region themes were identified in the analyzed picture books. While statements regarding physical characteristics of at most one place seem to exist in the abovementioned expressions, these statements were determined to emphasize biodiversity the most. On the other hand, expressions about the region theme were seen to be the least in the picture books. Based on the obtained results, fulfilling the need for picture books including different geographical concepts was recommended. [ABSTRACT FROM AUTHOR]

This article presents a systematic review of a substantial body of literature that considers the ways in which the concept of teacher identity has been used to understand and explore teachers' professional lives. The aim of the review was to go beyond the limitations of specific areas of teachers' practice to explore the broad and rich field of teachers' professional lives. Drawing on 412 articles from 2000-2021, the review demonstrates the growth in teacher identity research, particularly since 2010. Results from the review are categorised into seven thematic groups that span key areas related to teachers' professional lives: (1) Models and frameworks of professional lives; (2) Narratives of professional lives; (3) Becoming a teacher; (4) Contexts; (5) Communities; (6) Change, transition and conflict; and (7) Subject specialisms. The review reveals gaps in teacher identity research, such as: few research studies from Global South countries; a limited number of studies focusing on non-core curriculum subjects, including arts, history, geography and physical education; fewer studies focusing on primary school and early years teacher identities; and a divide between identity scholarship and research, and policy and practice. The article concludes with a call for teacher identity research to be expanded and broadened with the aim to facilitate the progress of identity work in scholarship, policy and practice. [ABSTRACT FROM AUTHOR]

Copyright of E-International Journal of Educational Research is the property of E-International Journal of Educational Research 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 paper examines whether the commercial digital simulation game "Cities: Skylines" enables players to simulate sustainable city development. The analysis consists of an analytical framework founded on the literature regarding the UN Sustainable Development Goal "Sustainable Cities and Communities" (SDG 11, United Nations). The study applies the analytical framework to the city builder, observing that many aspects of sustainable city development can be employed when building a city in "Cities: Skylines". While the analysis suggests that the in-game feedback is very neutral vis-à-vis sustainability, the game offers a vast digital space where players and pupils learning geography can practically experience and experiment with the complexity of urban geography. Thus, "Cities: Skylines" could offer the opportunity to familiarize learners with "Sustainable Cities and Communities". The analysis helps to assess the extent to which the game can be of educational benefit for geography education despite its commercial character. The paper concludes with educational implications and emphasizes the opportunity to experience sustainable city development in the digital simulation game "Cities: Skylines". [ABSTRACT FROM AUTHOR]

The article presents the results of a regional study analysing the factors that predict Latin American faculty adoption and use of geospatial technologies (GST) for teaching geography. The research involved an online survey with 337 participants from 17 countries, who answered a set of items adapted from the Unified Theory of Acceptance and Use of Technology on five GST – desktop GIS, web-based GIS, remote sensing, GPS, and digital globes. The data was analysed using a structural equation modelling. The results confirmed that faculty who identified pedagogical benefits of using GST considered technologies as easy to master, and valued the opinion of people influential to them about using technologies were more likely to be motivated to use GST for teaching. In addition, faculty willing to use the GST and report adequate institutional conditions were more likely to be using the technologies for teaching. Additional statistical testing found that human geography faculty expressed an infrequent use of these technologies compared to their physical geography and geospatial technologies colleagues, who did report a more consistent use of GST. These findings suggest a divide among Latin American faculty regarding the motivation and institutional conditions to implement technologies, based on their field of expertise. [ABSTRACT FROM AUTHOR]

A GIS project is an effective means of linking learning about GIS and learning with GIS, and it can enhance students' employability. However, individual project work creates challenges that could result in failed assessment. Here we adopt a mixed-methods approach to examine how students of mixed abilities cope with GIS problems and to reveal the variety of support mechanisms they adopt. We also highlight the moral dilemmas of achieving academic success independently. We conclude that more research needs to be conducted into the way staff promote the graduate attribute of independence while still supporting their students. [ABSTRACT FROM AUTHOR]

Our paper revisits a neglected chapter in the history of geographic education–the civil rights organization SNCC and the Freedom Schools it helped establish in 1964. An alternative to Mississippi's racially segregated public schools, Freedom Schools addressed basic educational needs of Black children while also creating a curriculum to empower them to become active citizens against White supremacy. Emerging out of a history of Black fugitive learning, Freedom Schools produced a critical regional pedagogy to help students identify the geographic conditions and power structures behind their oppression in the South and use regional comparisons to raise their political consciousness and expand their relational sense of place. Freedom Schools have important implications for higher educators, especially as contemporary conservative leaders seek to rid critical discussions of race from classrooms. They offer an evocative case study of the spatial imagination of the Black Freedom Struggle while pushing us to interrogate the inherent contradictions, if not antagonisms, between public higher education and emancipatory teaching and learning. Freedom Schools prompt a rethinking and expansion of what counts as geographic learning, whose lives matter in our curriculum, where and for whom we teach, and what social work should pedagogy accomplish. [ABSTRACT FROM AUTHOR]

Geographic information systems (GIS) have become more suitable for online delivery. But teaching GIS online is challenging because, without enough interactions with the instructor or among themselves, students may not understand processes, use critical thinking, and collaborate effectively on a team project. This study aims to evaluate two online visual collaboration tools, Padlet and Conceptboard, in enhancing learner engagement, collaboration, and visual communication in an online GIS course. We analyze 1) usage patterns and their relationship with student performance, 2) students' opinions on the added values of the tools compared with face-to-face delivery, and 3) students' qualitative feedback. Student findings show that those tools, particularly Conceptboard, help students get timely help from other students and the instructors, be motivated by participating in discussions and seeing others' progress, organize and brainstorm project ideas, and summarize and present the final products. The combination of Conceptboard and an online video conference tool is a particularly effective alternative to the face-to-face learning environment. On the other hand, we also found significant challenges with remote teamwork in GIS. The course design incorporating online collaboration tools can provide practical strategies to instructors who teach GIS or similar software online. [ABSTRACT FROM AUTHOR]

Garrett Hardin's The Tragedy of the Commons is a classic piece of academic literature in geography and cognate fields. Applying theories of embodied cognition and performance pedagogies, this paper presents a classroom-based activity that can be used to teach the concepts of The Tragedy of the Commons in a way that will likely intersect with students' own lived experiences more meaningfully than Hardin's central example of a group of livestock owners making use of a shared field for grazing. The activity involves a dialogue among five student volunteer actors that iteratively portrays a group of friends trying to negotiate their own advantages alongside a sense of equity in the context of dividing the cost of a shared meal. During and after the performance, key opportunities are presented for the instructor to lead a discussion about Hardin's "tragedy" as well as the solutions he proposes by which it might be overcome. The model of scripted performance plus impromptu discussion used here can be applied to the teaching of other complex topics in the geography classroom. [ABSTRACT FROM AUTHOR]

Drawn with two hands, this article offers a map and modes of cartography carried out with children, which suggest an education (in geography) that takes responsibility. In their wanderings, they tell us and engage with us to express desires - individual and negotiated - for an empty plot of land surrounding the school. Abandonment, the result of the State's negligence and the cunning of a construction company building a shopping center, constantly puts local everyday life in permanent tension. What can we do against gentrification? When they tactically locate bazaar, sea, houses, work, leisure, and school in response, they radiate counter-hegemonic logics, fabulation, and a sense of collectiveness - politically and poetically. They border with us in dialogue about geographical imaginations, drawings, and cartographies in drift: Barbieri (2023), Massey (2007), Deligny (2015), and Oliveira Jr (2012). We have found a way to approach and narrate playfully, in line with childhood, dialoguing with Benjamin (2012) and Agamben (2005). Summoned, the technical knowledge mobilized in university extension enables us to comprehend the trap of capital, already intuited by the community: the construction would be impossible without incorporating the school. What can we do geographically in support of public education? [ABSTRACT FROM AUTHOR]

In this article I address the changes geography has been going through in high school level in Brazil. To think about such changes, I consider the meanings produced in the hegemony of discourses that defend curricular integration in public policies. Specifically, I draw attention to the intertwined relationships between geography and interdisciplinarity, understanding them as political moments in which articulations around the ideas of integration take place. With contributions from Laclau's discourse theory and Derrida's Deconstruction thinking, I propose a discursive approach to problematize how geography has been signified, in different political contexts, in its relations with the name interdisciplinarity. Empirically, I focus on national curriculum documents through which I seek to highlight critical features of the curriculum organization by disciplines and the recurrent defense of curriculum integration as a horizon for basic education. With this approach, I believe it is also possible to think of an alternative/marginal reading of the history of the school subject geography, based on the contributions of curricular studies in a post-structural register. [ABSTRACT FROM AUTHOR]

Fieldwork education is a mandatory part of the educational process in Czechia. Within the framework of education, it is also recommended to use interdisciplinary (intersubject) relationships. However, such fieldwork education, which would ac- centuate this interdisciplinarity, is often absent from the conceptual strategy of schools in Czechia, or interdisciplinary links are often implemented randomly in fieldwork education. Their educational potential is used only to a small extent. The aim of this paper is to describe the didactic concept of the Geocamp summer school, which took place in July 2023 in the Ralsko National Geopark with the participation of experts from GeoCamp Iceland and, from a didactic point of view, focused precisely on the development of interdisciplinary relationships within the framework of fieldwork education and mainly in the educational area of Man and Nature at the elementary school level (ISCED level 2). Emphasis was also placed on the connection with the cross-cutting topic of Environmental Education (formation of a relationship to a place). The teaching is based on the constructivist concept; it is also based on the concept of inquiry-based learning and conceptual learning, uses various forms of fieldwork, and is aimed at fulfilling cognitive, conative, but also affective educational goals and the development of several important student competencies. [ABSTRACT FROM AUTHOR]

The distribution of the early life stages of Larimichthys polyactis indicates the availability of suitable spawning and nursing grounds and enables a better understanding of the distribution of its geographic subpopulations and isolation. Large‐scale quantitative ichthyoplankton surveys of L. polyactis were performed from March to July 2018, and a numerical hydrodynamic model was applied to explore the spatiotemporal distribution and habitats of L. polyactis early life stages adjacent to the Changjiang River Estuary. Two distinct early life stage distribution patterns were found. One occurred during March and April in the deep waters seaward of the Changjiang River bottom plume front, to the east and southeast of the Changjiang River Estuary. The other occurred in May and June throughout the entire water column in coastal waters to the east and north of the Changjiang River Estuary. Rising seasonal temperatures, and the local dynamic processes such as the Changjiang River plume, determined the transitions between the two distribution patterns. A potential fish larval migration route from the southern deep shelf waters to the northern coastal waters within the motor‐trawl prohibition line was suggested. This study contributes to our understanding of the mixture of habitats used by the two L. polyactis subpopulations in the southern Yellow Sea and the East China Sea. [ABSTRACT FROM AUTHOR]

Copyright of Historia y Memoria de la Educación is the property of Historia y Memoria de la Educacion 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 aims to articulate how the language of the geography curriculum privileges modernist discourses of global citizenship at the expense of others. Drawing on the work of two critical scholars, empirical data from South Korea reveals how geography education professionals (GEPs) engaged closely with the (re)production of geographical knowledge that perpetuates totalizing and non-inclusive discourses about the world. To achieve a more just geography curriculum, this study suggests that GEPs engage with a contextualized, empirical understanding of students' engagement with knowledge concerning global others and discuss the politics and ethics of curriculum knowledge, in addition to the responsibilities involved in "writing the world." [ABSTRACT FROM AUTHOR]

This study aims to investigate the potential of narrative-based geospatial technologies (NGSTs) in the teaching of regional geography to preservice geography teachers (PGTs). Reflective journals gathered from students who took a StoryMaps-based European regional geography class were analyzed using phenomenography. The results showed that NGSTs are useful for cultivating PGTs' understanding of and insights into regional geography studies and teaching through the integration of regional geography narratives, map layers, and multimedia technologies. These results provide meaningful insights into the education of PGTs, the practice of regional geography education, and the use of narrative-based geospatial technologies in the geography classroom. [ABSTRACT FROM AUTHOR]

It is known that during the teaching of social studies course, students' reading the relevant pages of the textbook at home before coming to class and teachers' lecturing on the topic during the lesson is not enough to achieve a good level of learning and reduces students' interest in and desire for the course. Reflecting on this situation, this study was planned to handle the subjects of history and geography, which contain a lot of abstract concepts and have intense content, in the social studies course. During the teaching of these subjects, the effect of 3D design-supported activities on the lesson and students was determined by taking the opinions of students and teachers. 12 Secondary school students and 2 teachers participated in the research. In the study, it was concluded that the 3D design-supported activities contributed to students, e.g. they were more interested in the lesson, they learned with fun, and the activities helped to reinforce the information they learned and to embody the past. In addition to these results, the theoretical knowledge gained during the course turned into 3D design objects. This encouraged students to use their creativity and imagination. Teachers concluded that 3D activities helped students understand and become interested in social studies topics, and improve their digital literacy. However, it was observed that some students had problems with technical details, had difficulty understanding how to use the tools and commands, and were distracted. [ABSTRACT FROM AUTHOR]

The aim of the study is to examine the lifelong learning characteristics of geography students in terms of effective variables, such as gender, grade, choosing the department voluntarily, being happy with your major, and the first goal after graduation. The study was conducted with 205 students who participated in the education and training activities at the Geography Department of a state university in Turkey in the fall semester of the 2022-2023 academic year. These students were in their first, second, third and fourth years of study. Information Form and Lifelong Learning Scale were used to obtain the data. In the evaluation phase, SPSS 22.0 program was used, and ANOVA analysis was performed besides the t-test. The results showed that the general attitude towards lifelong learning among the participants was positive. According to the mean scores of the scale sub-dimensions, lifelong learning characteristics were positive in terms of Love of Learning, Self-Direction, Resilience and Meta-Cognition. While lifelong learning characteristics of the participants did not show a significant difference in terms of gender and grade level, significant differences existed in terms of choosing the department voluntarily, being happy with your major and the first goal after graduation. In terms of the positive attitudes of the participants towards lifelong learning, it could be claimed that geography department students are ready for lifelong learning. Practices and curriculum arrangements in this direction could make positive contributions to lifelong learning awareness both at the university stage and after graduation. [ABSTRACT FROM AUTHOR]

Background: Physician Associate and Physician Associate comparable (PA/PA-comparable) professions are classified by the 2012 International Labour Classification of Occupations within ISCO group 2240 paramedical practitioners. However, to date, there is no single global framework which categorizes and/or describes their scopes of practice, or a single unifying occupational group name. In 2022, the World Health Organization (WHO) published its Global Competency and Outcomes Framework for Universal Health Coverage which focuses on the practice activities for health workers with a pre-service training pathway of 12–48 months, thus including many PA/PA-comparable roles. In this study we describe the similarities and differences between the SOP documents for PA/PA-comparable professions with a pre-service pathway of 12–48 months, thus excluding any extra-training and specializations, from 25 countries using the WHO Framework as a frame of reference. Methods: SOP documents were collected from 25 countries and mapped to the WHO Framework by 3 independent reviewers. We used descriptive statistics to examine the percent agreement between the WHO Framework and SOP documents by country, as well as the ubiquity of each WHO practice activity across the examined documents. To test the hypothesis that country-specific economic indicators and healthcare workforce metrics may be linked to the presence or absence of specific SOP elements, we utilized Wilkoxon and Fisher Exact tests to examine associations between World Bank economic indicators and country specific healthcare workforce metrics and presence/absence of specific WHO Framework practice activities within each SOP. Results: We identified significant heterogeneity between the WHO practice activities reported in the 25 SOP documents, particularly related to the provision of individual health services. We also identified statistically significant associations between World Bank economic indicators and country specific healthcare workforce metrics and presence/absence of the following seven practice activities relating to Individual Health, Population Health, and Management and Organization practice domains: (1) "Formulating a judgement following a clinical encounter," (2) "Assessing community health needs" (3) "Planning and delivering community health programmes," (4) "Managing public health communication," (5) "Developing preparedness for health emergencies and disasters, including disease outbreaks," (6) "Providing workplace-based learning and supervision," and (7) "Participating in evaluation and research." In each case, presence of the above practice activities was associated with lower health economic and workforce indicators, suggesting that these SOP practice activities are more common in lower income countries and countries with a smaller per-capita health workforce. Conclusions: The WHO practice activities provide an effective framework to catalogue and compare the responsibilities of PA/PA-comparable professions recorded by country specific SOP documents. This approach could also be used to compare different occupational SOPs within a country, as well as SOPs between countries. The authors propose that additional information relating to the types of procedures and the level of supervision or autonomy would enable a more comprehensive comparison of SOPs, going beyond the granularity offered by the WHO framework. At that level, the evaluation could then be used to inform gap analyses for training needs in the context of migration, or to better understand the health team skill mixes across different countries. The study also offers reflections on the importance of clarity of intended meaning within the SOP documents. Key points: Describe the World Health Organization Global Competency and Outcomes Framework for Universal Health Coverage. Compare the Scope of Practice of PAs and comparable professions using the WHO Global Competency and Outcomes Framework for Universal Health Coverage. Identify similarities and differences in the practice activities among PAs and comparable professions as it relates to geography, health expenditure, and wider health workforce composition. Evaluate the utility of the practice activities in the Global Competency and Outcomes Framework as a mechanism to describe and compare Scopes of Practice. [ABSTRACT FROM AUTHOR]

This article critically considers the importance of educators asking, 'who are the children we teach?' before attending to questions of purpose, curriculum and pedagogy. Through examining the relationships between identities, place and time-space, the article contributes to wider debates about how geography can enhance our knowledge of educational institutions, systems, processes, experiences and landscapes. Written in the context of a 'knowledge turn' in England – in which supporting young people to engage with disciplinary and subject knowledge has been positioned by some as the central purpose of schooling – the article argues that the geographies of children and young people have, at times, been under-considered in education. To counter this, drawing on a case study of five young people's narratives about London, the article uses the illustrative example of religion and identity to examine how the young people navigate multiple, sometimes contradictory, social spaces when constructing and representing their identities in London. The article concludes by arguing that for educators to truly empower young people in, and through, their schooling, it is of significant value for them to engage with the geographies of those they teach. [ABSTRACT FROM AUTHOR]

This paper investigates the role of space in cosmopolitan education through a comparison of German philosophy, as represented by Kant, and Japanese philosophy, as represented by Watsuji. While Kant suggests that cosmopolitan education needs to be constructed by connecting with the actual spatial, geographical world, Watsuji, on the other hand, indicates that dynamic cosmopolitan education can be achieved by holding the spatial emptiness of negation. Both theories reinforce each other to produce a fruitful cosmopolitan education that cultivates our practical sense of living in the real world. [ABSTRACT FROM AUTHOR]

Developments in information and technology alter not only individuals but also societies. Countries also make arrangements for their education policies to follow along this situation. All kinds of content which are suitable for all grade levels were prepared with the Education Information Network (EBA) applications, which started with the online social platform service in the 2012-2013 academic year in Turkey. There are lecture videos, interactive presentations, topic summary and test and evaluation tools among these contents.Wİth these materials it is aimed to foster pupils' achievement and the quality of education. In this survey, the effects of EBA contents and the content of the 10 grade text book approved by the Ministery of National Education on pupils' academic achievements were examined. Within this framework, applications related to the learning outcome" Students associates the features of rocks with the formation processses of landforms." (A.10.1. 2005) and (10.1.4. 2018) in the" Natural Systems" unit in the geography textbook (10th grade) were fulfilled. The research was designed based on the experimental design with pre test -post test control group, which is one of the quantitative research methods. The research was conducted with the 10th grade students of High School which is located in Ayaş, Ankara in 2017-2018 Academic year. 2 classes as an experiment (fortyfive students) and 2 classes as a control group (forty-six students) among six 10th grade classes from a secondary education institution affiliated to the Ministry of National Education were randomly selected. The study group consisted of 91 students. "Topography and Rocks Achievement Test" which was developed by the researcher was utilized as a data collection tool. The KR-20 value of 34 items in the data collection tool was found to be 0.836. Data collection tool was applied to control and experimental groups as pretest and posttest. At the end of the research, it was determined that there was a significant difference between the pretest-posttest academic achievement scores of the pupils in the experimental group in which EBA supported education was carried out. In the study, it is recommended to foster the use of EBA in geography teaching and to improve the quality and quantity of course contents. [ABSTRACT FROM AUTHOR]

The purpose of this study is to develop a valid and reliable measurement tool that can be used to reveal geography teachers' knowledge of place names. A systematic approach was followed to develop the measurement tool. In line with this purpose, the study was carried out in accordance with the methods of the research. The form created in the 2020-2021 academic year was applied to a total of 457 geography teachers working in secondary schools across Turkey who were contacted by the accessible sampling method and volunteered to participate in the survey. Both exploratory factor analysis and confirmatory factor analysis were conducted on the sample group. As a result of descriptive analysis, it was determined that the scale consists of 17 items and 3 sub-dimensions. The dimensions of the developed scale are named as length-depth level, geographical education relationship of place names and culture-affiliation relationship of place names. The Cronbach alpha reliability coefficient for the entire scale is .89, while the Cronbach alpha reliability coefficient for each sub-dimension is between .83 and .86. (first factor related to .83, second factor related to .86 and third factor related to .84). A confirmatory factor analysis was conducted as part of the validity of the scale. The result of the analysis confirmed a 3-factor structure. In conclusion, it was revealed that the scale measures the attitude towards place names in a valid and reliable way. A valid and reliable scale was developed that can be used to determine the attitudes of geography teachers about place names. At the end ogf the research, a valid and reliable scale was developed that can be used to determine the attitudes of geography teachers about place names. It has been stated that the developed scale can be used on different sample groups in new studies on this subject. [ABSTRACT FROM AUTHOR]

This paper examines debates over the nature, purpose, and reform of geographical education in schools in the eighteenth-century German-speaking territories. Attention is paid to contemporaries' concerns over the cognitive content of geography – what geography was – and, in greater detail, to their views concerning how the subject might be taught, its teaching improved, and the end in view of teaching it, namely to produce informed citizens. The paper shows that while there was widespread agreement over the utility of geography, opinions differed over how best to teach it, and to whom. These differences centred less on religion, between the largely Catholic southern German territories and the chiefly Protestant northern German territories, and more upon the age, social status, gender, and intended future of the pupil. Proposals for the reform of geographical education argued that geography be taught first with reference to the pupil's locality and to notions of "homeland" from which local setting attention would be paid to other states, countries, and continents. [ABSTRACT FROM AUTHOR]

The background of "emotional turn" calls for the study of affective geography to move away from the paradigm of subjective experience to a broader study of social space. As a complex social and cultural integration, the learning space for the elderly is no longer only a pure facility for the aged. The daily life, stage performance and social interaction of the elderly in the space are endowed with more special emotional significance. Taking Guangdong Old Cadres University as the main case study, this paper deconstructs the spatial perception of elderly students into three emotional stages, namely Cognition, Identity and Spillover, from the perspective of emotional geography, through long-term observation, participation and integration into the learning and social life of the elderly in and out of class. This paper holds that the learning place is not only a substantial spatial scale, but also a space with special social connection and sense of belonging around "community" and "emotion". Back to the old place by learning a positive space projection self definition, "to participate in learning" dynamic atmosphere triggers the elderly, the young positive emotions, space of social network also intimacy, a sense of belonging for the old emotional support, a positive local identity and sense of community ACTS on the spatial construction become stable, ageing resistant negative positive spillover benefits. This paper provides real case support for deconstructing learning space from the perspective of emotional geography, focuses on active actors in urban daily life, and provides empirical suggestions for the development of geriaterriendly communities. [ABSTRACT FROM AUTHOR]

This article examines the spatial dynamics of youth educational subjectivity formation. Drawing on qualitative interviews conducted in sparsely habited northern Finland, the article focuses on the experiences of 15–16-year-old young people making choices regarding post compulsory education. Employing a sociospatial-relational framework, the paper explores how youth educational subjectivities are constructed in relation to educational policy discourses and structural opportunities, as well as young people's own imaginaries of life and education in specific places. In attending to spatiality in a regional context, the analysis brings into view multiple spatialities that are present when young people are making choices regarding education and mobility. The article concludes that the formation of young people's educational subjectivity is best understood as a relational process that is inherently a sociospatial one. [ABSTRACT FROM AUTHOR]

In recent years, as well as in various other fields, developments in technology have gained a prominent place in the field of geography education. The purpose of this study is to identify the trends in the use of technology in research on geography education and to provide guidance to researchers in this field. In this regard, a detailed search was conducted for the studies published in the Web of Science database. As a result of the search, a total of 621 academic studies, which analyse the use of technology in geography education research, in Education Educational Research Category was accessed. The metadata of academic studies were downloaded from the Web of Science database and analysed with the software MS Excel and VOSviewer. The findings obtained from the study demonstrated an increase in the number of publications and citations over the years, and it was identified that the number of publications and citations increased more rapidly as of 2006 in comparison to previous years. When the geographical distribution of the studies was analysed, it was revealed that most of the studies were conducted in the UK, followed by the USA, Brazil, Australia, and China. According to keyword analysis, the most popular topics in recent years are geographic information technologies, online learning, virtual reality and visual communication technologies. [ABSTRACT FROM AUTHOR]

Geography textbooks have many visuals, such as maps, graphs, tables, photographs, and illustrations, which makes geography a highly visual school subject. However, previous studies show that geography students can pay surprisingly little attention to textbook visuals. In this article, it is asked what sorts of visuals are there in geography textbooks if they do not attract students' attention. In order to answer the research question, a visual method to approach textbook visuals is developed. The visual method is motivated by Stephen Kellert's concept of direct, indirect, and symbolic experience of nature. Based on the three types of experience of nature, three categories for geography textbook visuals are established respectively: snapshot visuals (deriving from direct experience), landscape visuals (deriving from indirect experience), and abstract visuals (deriving from symbolic experience). The sample covers eight Finnish geography textbooks for grades 7–9 and for one upper secondary school course. The results show that most of the visuals depict landscapes. In addition, there are many abstract visuals, such as maps and illustrations, depicting geographical processes. Instead, only a few snapshots of people in action and snapshots of geographical hazards were identified. In the article, it is suggested that enhancing the role of snapshot visuals in geography education could increase students' interest towards textbook visuals, as well. This is because snapshot visuals can draw students' attention and enable students to express their own feelings and thoughts. [ABSTRACT FROM AUTHOR]

Geography is a critical tool for understanding the physical, social, economic, and political characteristics of places around the world and is important for grasping the various factors that shape people's lives and decisions. Knowledge of geography directly or indire ctly affects people's daily lives by determining the characteristics of settlements, natural resources, climatic conditions, economic activities, natural disasters, or cultures and societies around the world. This research was carried out with 10th grade students who tried to gain geographical knowledge systematically through a geography course. The aim of the research is to reveal how the students' geography knowledge is reflected in their daily lives. A semi-structured interview form created by the researchers was used to collect data in the study that employed phenomenology design, one of the qualitative research methods. The obtained data were analyzed using the descriptive analysis approach, and results were gathered with regard to the students' level of interest in the geography course, the factors affecting this level of interest, the definition of geography knowledge and the future contribution of geographic knowledge, and the use of this knowledge in daily life. The main conclusion of the study is that one-third of students don’t use geography in their daily lives. In light of this circumstance, it could be advised to design geography topics based on activities, using real-world examples in a practical way. [ABSTRACT FROM AUTHOR]

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