Im Zuge der fortschreitenden Digitalität finden die Praktiken des alltäglichen Lebens -bewusst oder unbewusst -zunehmend in Algorithmuskulturen statt. Hierbei eröffnen sich aus räumlicher Perspektive neue fachliche Diskurse. Diese werden mittels drei verschiedener Rollen von Algorithmen in sozio-technischen Systemen aufgezeigt und auf ihre Bedeutung für raumwirksame Prozesse diskutiert. Vor diesem Hintergrund werden wir Ansätze zur Integration von Algorithmuskulturen in der geographischen Bildung vorstellen, die das mündige Agieren in einer durch Algorithmen geprägten Lebenswelt fördern.

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This article addresses the current challenges for geographical educational science brought about by algorithmic cultures. It argues from different theoretical perspectives. First, we discuss sociological, cultural and geographical perspectives on algorithmic cultures and link them to selected approaches of media education in general and geographical media education in particular. We conclude from the discussion that Spatial Citizenship Education is especially suitable to address the challenges. This leads to the question of what aspects of Spatial Citizenship Education need to be supplemented to address algorithmic cultures. We therefore examined the curriculum of Spatial Citizenship Education. The analysis demonstrated that the approach is a sound basis for coping with the developments seen in the context of algorithmic cultures. Nevertheless, algorithmic cultures are accompanied by some changes in social and geographical structures that have not yet been captured by the approach. For example, there is no consideration of geomedia as algorithmic, semiautonomous systems. Further implications also emerge. In this context, the investigation into the practicability and relevance of algorithmic cultures for the practical learning process is of particular interest.