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Can GIS Foster Conscious and Critical Learning in Geography? An Application from Students to a Real Case Included in the National Strategy for Inner Areas: Monti Dauni, Apulia (Italy)

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  • Marilena Labianca

    (Dipartimento di Economia, Università di Foggia, Via Romolo Caggese, 1, 71121 Foggia, Italy)

Abstract

Digital technologies, the use of which has progressively increased over the last few years, could represent key tools in learning and active citizenship in development processes. In this sense, Geographical Information Systems (GIS) have gradually become an integral part of various disciplines and sectors. Even if the relevance and diffusion of GIS in the educational and pedagogical fields are increasing, their potential is still under-explored in the development of empowerment for participatory planning. Regarding the combination of geographical education and information technologies applied to the territories, the contribution they offer to the Sustainable Development Goals (SDG) is a question which remains little-investigated, and which represents both an innovative field of experimentation and significant opportunities, especially for marginal, inner areas. However, recent reforms, in particular in Italy, are considerably reducing the role of geography in the curricula, which is paradoxical for such complex contexts and the understanding of major global issues. The risk is that of producing a gap between the functional use of the tools and the capacity for their critical application. This paper aims to reflect on the integration of Geography and GIS through teaching experimentation, as applied to a real case study in the Apulia region (Monti Dauni Area) under the national strategy for inner areas, in order to understand how to use GIS as an active tool in education for sustainability, the awareness of the value of local resources, and active citizenship.

Suggested Citation

  • Marilena Labianca, 2021. "Can GIS Foster Conscious and Critical Learning in Geography? An Application from Students to a Real Case Included in the National Strategy for Inner Areas: Monti Dauni, Apulia (Italy)," Sustainability, MDPI, vol. 13(16), pages 1-20, August.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:16:p:9246-:d:616447
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    1. Shih-Yeh Chen & Shiang-Yao Liu, 2020. "Developing Students’ Action Competence for a Sustainable Future: A Review of Educational Research," Sustainability, MDPI, vol. 12(4), pages 1-14, February.
    2. María Napal & Ana María Mendióroz-Lacambra & Alicia Peñalva, 2020. "Sustainability Teaching Tools in the Digital Age," Sustainability, MDPI, vol. 12(8), pages 1-14, April.
    3. United Nations UN, 2015. "Transforming our World: the 2030 Agenda for Sustainable Development," Working Papers id:7559, eSocialSciences.
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    1. Khaula Alkaabi & Kashif Mehmood & Parama Bhatacharyya & Hassa Aldhaheri, 2023. "Sustainable Development Goals from Theory to Practice Using Spatial Data Infrastructure: A Case Study of UAEU Undergraduate Students," Sustainability, MDPI, vol. 15(16), pages 1-27, August.
    2. Giovanni Ottomano Palmisano & Ruggiero Sardaro & Piermichele La Sala, 2022. "Recovery and Resilience of the Inner Areas: Identifying Collective Policy Actions through PROMETHEE II," Land, MDPI, vol. 11(8), pages 1-22, July.

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