The aim of the article is to analyse the results of the district round of the Czech Geography Olympiad in 2020/2021 and 2021/2022 with a focus on the spatial differentiation of success in completing the competition’s tasks. This quantitatively oriented study tries to answer the question: In what way are the results of the district round of the Geography Olympiad as a competition for students gifted in geography spatially differentiated? To answer the research question, we analysed the overall results of the 2020/2021 and 2021/2022 competitions, while primarily focusing on the differences in the success rate between regions. The results of the analysis showed significant differences between the regions of Czechia, and within some districts, especially the Plzeň and Pardubice Regions, as well as significant differences between districts. On the other hand, within other regions, for example, the Ústí nad Labem, Karlovy Vary, and Liberec Regions, no statistically significant differences were identified.

The aim of this study is to identify the key terms used by textbook authors when presenting desert biomes and, subsequently, to visualise the relationships between them using a conceptual map. To achieve this objective, we assessed geography textbooks using conceptual maps, which can be used to conceptualise this topic. The method used is innovative in textbook research and can be used to present results in a visual form with added value. A total of eleven university students created conceptual maps for each of the five analysed textbooks, and this was followed by a synthesis and comparison of the created maps. The effectiveness and clarity of the analysed content is one of the advantages of this visual form of analysis. The data were analysed qualitatively and quantitatively. The results show that the presentation of desert biomes in the textbooks we analysed is somewhat superficial, as the authors do not strive to interconnect concepts from different areas, and their conceptual maps lack higher hierarchy levels. Therefore, textbook authors should opt for a different conceptual approach to explanatory texts instead of the traditional coverage of the individual components of geographical environments.