Dear Colleagues,

The aim of this Educational Sciences Special Issue is to show different ways of understanding, participating, and assessing the landscape from education. It has now been twenty years since the European Landscape Convention (2000), yet there is still hardly any evidence of educational designs for learning about the landscape. Landscape learning involves developing various emotional and cognitive geoabilities, as well as skills in students and citizens, in general.

Emotional capacities are found in the acquisition of sensitivity and appreciation of the different landscapes of the world and their diversity. These capabilities involve the development of citizens committed to the world, where environmental education and sustainability are key factors for landscape conservation.

For the deep and committed development of these emotions, knowledge of landscapes must be promoted. In this sense, we must identify and understand the climatic evidence and its consequences on the fragility in mountain landscapes and the imbalance in the oceans. For this, it is necessary to assess human features in the territory and their influence on urban dynamics and the incidence of migratory movements in rural and urban landscapes.

The focus of this Special Issue on the landscape is to find the educational roots and promote the scaffold of the landscape in education. The landscape is a diluted content in the curriculum, which needs to be delimited and defined to relate the specific features in order to strengthen ties with other disciplines. The landscape becomes the building axis of knowledge from a global perspective with different dominant features (rural, urban, etc.) and from different perspectives (historical, current, and future). Therefore, proposals for the teaching landscape are sought.

The scope of this Special Issue aims to reach scientists from all areas of knowledge close to the study of the landscape and from its link with education. In this sense, the Special Issue promotes interdisciplinarity with the common axis of landscape and education. Also interesting are the views of conservation and sustainability in human interventions in the landscape, as well as the interaction with other processes linked to wildlife, vegetation, climate, migration, etc.

The purpose of this Special Issue is to seek reflections on human activity in landscapes, educational intervention designs in schools, educational programs for the development of educational action in cities and rural, coastal, and mountain areas and, finally, assessments of didactic programs/activities related to the landscape in schools and universities.

The approach to the landscape from architecture has a long journey (Kvashny, 1982). Since the European Landscape Convention (2000), some educational projects on landscape reading have been promoted through the study of comparative realities (Castiglioni, 2009). However, we are missing proposals for educational designs on landscape learning/teaching, for example, relating the role of national and natural parks in education, developing educational programs for teacher training for professional preparation on the landscape, structuring the landscape as the core axis of the curriculum to relate it to other contents in all educational stages, etc.

Dr. Alfonso Garcia de la Vega
Guest Editor

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