Geographical education in digital cultures

What challenges for research and teaching contexts does the profound transformation of everyday spaces and human-environment relationships in a culture of digitality entail? And how can the inherent potential for geographical educational processes be leveraged?

This volume is dedicated to these overarching questions and takes seriously the fact that the demands on the subject of geography go far beyond technology-focused approaches such as the use of geographic information systems (GIS) in the classroom. One goal should be to enable students to act responsibly in media in a world saturated with digital and media. Phenomena such as hybrid spaces, smart cities and algorithmicity require reflective and professional processing of digital geographies as educational content in order to enable geographical learning with, about and through digital media, as well as geographical education in digital media.

The volume addresses this task from ten perspectives that the German-speaking scientific community of geography didactics has developed jointly. They explore tasks, fields of action and conditions for success in geographical education in digital cultures. Three contribution categories offer orientation within the individual perspectives: Basic commentswhich represent conceptual foundations; Research contributionswhich contribute to theoretical and empirical clarification and Good practice examples, which provide insights into university and school practice. The perspectives are often interwoven, but in places they are also in tension with one another. What all contributions have in common is that they look for ways to establish a critical approach to the possibilities and challenges of the digital as well as emancipated participation in digital cultures.