Vol. 17 No. 2 (2026): Special Issue [SI_TGEO]
Editorial

Teaching Geography for a World in Transition: Navigating Knowledge, Complexity and Change

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Neli Heidari
Department of Geography Education, Institute of Geography, University of Bremen, Bremen, Germany; European Association of Geographers (EUROGEO), Belgium
Uwe Krause
Fontys University of Applied Sciences, Tilburg, The Netherlands; Ege University, Izmir, Türkiye
Susan Caldis
Macquarie School of Education, Macquarie University Wallumattagal Campus, Australia
Tine Béneker
Faculty of Geosciences, Utrecht University, Utrecht, The Netherlands
Alexandros Bartzokas-Tsiompras
National Technical University of Athens, Greece; European Association of Geographers (EUROGEO), Belgium
DOI: https://doi.org/10.48088/ejg.n.hei.17.2.373.381
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Published 2026-08-18

Keywords

  • Geography education,
  • powerful disciplinary knowledge,
  • socio-scientific issues,
  • climate change education,
  • teacher agency,
  • geospatial technologies,
  • data literacy,
  • artificial intelligence
    • ...More
    Less

How to Cite

Heidari , Neli, Uwe Krause, Susan Caldis, Tine Béneker, and Alexandros Bartzokas-Tsiompras. 2026. “Teaching Geography for a World in Transition: Navigating Knowledge, Complexity and Change”. European Journal of Geography 17 (2):S.373 – S.381. https://doi.org/10.48088/ejg.n.hei.17.2.373.381.

Copyright (c) 2026 Neli Heidari , Uwe Krause, Susan Caldis, Tine Béneker, Alexandros Bartzokas-Tsiompras

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

This Special Issue, inspired by the 2026 EUROGEO Conference Geographies in Flux: Navigating a Shifting World Order, examines how geography education can respond to geopolitical realignment, climate change, spatial inequalities and digital disruption. Comprising 24 peer-reviewed contributions by 65 authors from twelve countries, the issue is organised around five interrelated discourses and represents the largest thematic collection on geography education published in EJG to date. Across these, contributions converge on a shared argument: geography education requires both epistemic access to powerful disciplinary knowledge and the capacity to critically examine how such knowledge is produced, represented and contested. Neither curricula, technologies nor assessment practices are neutral; their educational value depends on geography teachers’ professional judgement, conceptual framing and institutional conditions that support reflective, knowledge-rich geography education for a world in transition.

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