The digital competence is one of the eight EU key competences for lifelong learning, essential for individuals in a knowledge-based society. Empowering people through education and digital skills is also one of the European Commission’s key strategies for the current decade 2020-2030. The EU’s new Digital Strategy reinforces the impact of digital competences to improve the daily life, well-being and well-being of every citizen and to face updated challenges such as Artificial Intelligence, 5G, data access and protection, and the carbon neutral target. How can geography contribute to this? In particular, geography education, both higher education and school education, is responsible for educating young people and dealing with the teaching and learning of the spatial organization processes of human societies. Geography can confront the complexity and diversity of processes, systems and interconnections between human and natural environments, by developing critical thinking and lateral thinking, but analytical thinking where digital teaching resources such as geospatial technologies and geo-media are essential. . The presentation will explain the set of geographic competences for lifelong learning based on several European funded projects run by EUROGEO, where acquisition and digital skills based on geospatial knowledge contribute decisively to the empowerment and employability of students on their continuum.
The present presentation provides a background on the current presence of cartography and geoinformatics in teaching the subject of Geography at secondary level in Hungary. The basic features of geography teaching in primary and secondary schools are briefly explained. This is followed by the analysis of the basic concepts of cartography and geoinformatics in the Geography textbooks published for secondary schools. The author also places special emphasis on topics directly related to cartography and geoinformatics, emphasizing the importance of both as powerful tools for visualizing data used by teachers in classrooms. Examples of research developed in the country on this subject are also described, and finally, the author proposes some ideas for increasing the use of cartographic and geoinformatics-based solutions with the support of the latest technologies in geography teaching at secondary level.
The focus of the subject is the primary and secondary synthesis and the integrative interaction between global competence and geographic education.
The essence, structure and content supports of global competence were examined.
Conceptual models have been developed that describe, analyze and prove the collaborative synergy of global competence in the context of the competence approach and the idea of lifelong learning.
The specific links, dependencies and synthesis of school geography education with global competence dimensions have been sought in the following aspects:
1. Examining issues of local, global and cultural significance;
2. To understand and appreciate the perspectives and worldviews of others;
3. Participation in appropriate and effective interactions between cultures;
4. Take action for collective well-being and sustainable development.
Conceptual graphic models of the integration of global competence in geography education are presented as a multidimensional structure and a life-long process, which is the combination of knowledge, skills, attitudes and values that are successfully applied to global problems and sustainable development.
We live in a world shaped by education. I want to argue that war, crises and emergencies are not just barriers to access.
The main reason for this is lack of education. Putin’s war in Ukraine is mindlessly wreaking havoc and is the product of an uneducated person who can read but not understand, and worse yet, cannot empathize with others.
Access to higher education is of course an important issue and I support all initiatives by my colleagues to promote it.
But promoting and discussing access alone is not enough. We should also consider ‘access to what’? In my view, the current university system is smug, conservative and incapable of addressing the current challenges of war, climate change and human survival. In many cases, the university system is also responsible for the inadequacy of the school education sector by demanding the wrong type of entry qualifications. This should also be a topic in discussions about access.
In conclusion, we should not say that there is nothing we can do to prevent wars, crises and emergencies. There are all the things we can do, and we must do them now.
It is one of the important topics discussed recently in the field of pedagogy that learning and teaching should be in a dynamic, kinesthetic and kinesthetic structure. The focus of this talk will be on the essence of the methodological trends that appear in different topics such as learning with fun, game-based learning, gamification, creative drama in education, theater in education, art-based learning. In the talk, an interdisciplinary perspective on the pedagogy of outcome-oriented innovative studies in the fields of basic and social sciences will be presented.
Digital Storytelling Maps can cover many different purposes and topics. They can influence change, influence ideas and raise awareness by telling compelling stories about the 2030 Agenda and the Sustainable Development Goals (SDGs). The ease with which story maps can bring geographic and environmental case studies into the classroom in a visually appealing way, while combining different materials (interactive maps, texts, photos, videos, and other multimedia content) on a single web page provides great opportunities for interaction with others. The user makes them an excellent teaching tool. They can also provide a stronger sense of place and show spatial relationships, improving users’ spatial thinking. In the presentation, I will present the Story Maps produced on the geographic and environmental issues that support SDCs.
Michael Young (2008) came to appreciate the role of academic knowledge in structuring students’ learning, from criticizing the knowledge of the “strong” and certainly recognizing that the teaching of the elite did not cease to structure scientific concepts. , “knowledge is strong” published from the school. This echoed in the influential Anglo-Saxon school of geographic education, the so-called “critical realism.” He indirectly criticizes the discourse that all knowledge is temporary and that, from a pedocentric point of view, it is realized by students in the digital public space rather than in school. This change in perspectives took place more at the level of the discourse of the experts rather than the classroom, due to the continuity of school routines and the effective experience of working with students.
There is an obvious turn towards a more conservative educational discourse – but this does not mean a return to traditional perspectives. In the development of “everyday knowledge” in a discipline open to the world (Roberts, 2017), the main problem of geography education is to incorporate students’ contributions, prior knowledge and dynamism into the construction of their learning. Daily experience in schools, international Nós Propomos!/We Propose! results of the project. demonstrates that students create better learning when their contributions are valued. Students need to be empowered. That is the challenge for the second quarter of the 21st century.
