The Need for Geoethical Awareness: The Importance of Geoenvironmental Education in Geoheritage Understanding in the Case of Meteora Geomorphes, Greece

Abstract

The purpose of this article is to explore the young generation’s geocultural consciousness. The research uses the case of Meteora Geomorphes, which have been proposed as a geological heritage site and are known to students for aesthetic, cultural and religious reasons. The sample of the research consisted of third grade Junior High school (Gymnasium) pupils, who have been taught Geography–Geology courses in previous classes, and students from departments of the University of Thessaly, Central Greece, wherein their subjects are taught cultural heritage courses. The data collection was conducted through a structured questionnaire that examines their knowledge, values, geoethical attitudes, behaviors and beliefs about geocultural heritage understanding. The result of the research shows the lack of understanding of the geological heritage in relation to cultural heritage and of the sense of responsibility for the environment and a code of ethics for protection and conservation. The need for strategic educational planning of geoeducation in school practice with the integration of geoheritage in the theme of environmental education (geoenvironmental education) is obvious.

From Geoheritage to Geoeducation, Geoethics and Geotourism: A Critical Evaluation of the Greek Region

“…A percentage of 12 percent relates the concepts of geosciences with everyday life and the ability to mitigate risk. Finally, 11% of participants stated that geoeducation is related to broader geoscientific knowledge, while 8% thinks that geoeducation is related to capacity in sustainable approaches [81]. Furthermore, the findings of this study are critical in terms of the most important aspects that emerge from the implementation of geoeducation.…”

“…Because of this, when students complete elementary school, they lack a fundamental understanding of geosciences, which are crucial in the daily lives of citizens [79,80]. According to the statistical study of Georgousis et al [81], it appears that most Greek school children and students lack adequate knowledge and understanding of geoheritage and its significance. The outcome of this research indicates how important it is to introduce and implement geoenvironmental education rather than simply environmental education.…”

“…It is also important to have well-trained staff in the Greek education system, able to transfer the necessary knowledge and the importance of geoenvironmental concepts to students. According to Georgousis et al [81], in which 612 pupils and students participated, a lack of participation of pupils, primarily in geoenvironmental education programs, was initially apparent. However, the findings of the study revealed that 43 percent of students participate in school-based environmental education programs.…”

“…However, the findings of the study revealed that 43 percent of students participate in school-based environmental education programs. Then, with a percentage of 30%, it appeared that students participate in cultural educational programs, and finally, only 27% of students participate in educational programs that take place outside school activities (Figure 8) [81].…”

Kalymnos Island, SE Aegean Sea: From Fishing Sponges and Rock Climbing to Geotourism Perspective

“…A fundamental barrier to the promotion of geotourism services is a lack of knowledge and awareness. To overcome this, a strategic educational planning of geo-education in school practice with the integration of geo-heritage in the subject of environmental education (geo-environmental education) is imperative [51]. There is still no strategic or financial support for the protection, promotion, and preservation of these sites, and yet climbers from all over the world are traveling to this island to experience its uniqueness.…”