The purpose of this review is, initially, to emphasize the importance of geoenvironmental education for the promotion and preservation of geological heritage and geoethical values, and based on these, to present the current situation in Greece. Geoeducation is a broader component of environmental education which aims to promote the geological heritage of a place and its geoconservation. It is a key integral tool for tackling environmental issues and therefore further assisting in sustainable development. Greece is known for its exceptional and rare natural beauty, as well as for the abundance of natural resources and its remarkable geological features. For this reason, six global geoparks have already been established in this country. However, its nature protection is mainly considered as the protection of biodiversity, while the term “geodiversity” is almost absent in Greek law. The importance of establishing a legal framework for the protection of geotopes is underlined by the fact that their promotion and rational management create opportunities for sustainable development, as well as to become quality tourist destinations (geotourism) through nature protection and education. Geodiversity can gain public attention and have a positive impact on geotopes protection. Such initiatives can not only improve the protection of geological sites, but also play an important role in their sustainable development.
In this study, the geoeducational value of five geosites, located in the aspiring geopark of the volcanic island of Nisyros, SE Aegean Sea, was assessed by means of two methods: the G-P method of Brilha (2016) and the M-GAM method. The first method takes into account 12 criteria belonging to the educational potential. The M-GAM method, on the other hand, takes into account the opinions of visitors who, as non-experts, express a different point of view that is rarely calculated or evaluated in different geosite assessment methods. For the better and more objective comparison of the two methods of evaluation of the educational potential of the study areas, the results were converted to a percentage scale (%). The first G-P method clearly highlights the high geological value of the studied geosites, which have a relatively high score and can be used for geotourism and geoeducation. The second method, on the other hand, yields a moderate score in areas with objectively high geological value. This is clearly evident, as this method considers the opinions of visitors who lack the necessary cognitive geological background, thereby underestimating the significance and potential of certain geological features due to lack of formal training.
Athens, the capital of Greece, is notable for its distinctive environment. Numerous archaeological and historical monuments contribute to the city’s cultural wealth. These cultural monuments should include geological monuments, which are part of Athens’ natural heritage. The Acropolis of Athens is one of the world’s most recognizable and admired monuments, renowned for its archaeological, historical, and touristic significance. The Acropolis Rock is also a spectacular geological heritage monument. This article is about the Acropolis monuments, which are of great geological interest in addition to their cultural value. In recognizing each monument’s unique geological features and quantitatively evaluating them, in terms of educational, touristic, cultural, and accessibility value, we document their special value in geo-education and geo-tourism, not only for the public, but also for the scientific community. The potential for exploiting these geosites, in terms of geotourism, is very high and important not only for strengthening the local economy, but also for raising visitor awareness of environmental, geological, and geoconservation issues. However, the lack of understanding of geological heritage in relation to cultural heritage is underlined. The need for strategic educational planning and integration of geo-environmental education into school practice is evident.
The island of Kalymnos, located in the Dodecanese island complex in the SE Aegean, is known for its sponge fishing but also for its world-famous climbing fields. Indeed, the island is considered the “Mecca” of climbers. Nevertheless, Kalymnos is characterized by moderate tourist traffic and lack of tourism infrastructure. The planning and development of geotourism can be a driving force for the economic sustainability of the island. In this study, the possibility of developing the innovative and alternative form of geotourism on the island of Kalymnos is explored. Kalymnos is characterized by numerous caves and steep slopes which can be geotopes attractive to visitors. Six caverns and two climbing fields were analyzed as part of our investigation. For the quantitative assessment of the geosites three factors are considered: the potential educational use (PEU), the potential touristic use (PTU), and the degradation risk (DR). The quantitative evaluation in combination with a SWOT analysis showed that there is indeed a possibility of promotion and development of geotourism in combination with the protection of the island’s geotopes. This will give additional impetus to the economy of Kalymnos. However, the lack of awareness from local authorities and residents is evident. The need for training in matters related to the geological heritage is necessary. In this way, there will be geotourism development, contributing positively to the economic prosperity and sustainability of the island.
<p>Nowadays, many geoscientists have been engaged in the promotion of areas of significant&#160; geoheritage, which includes geosites that incorporate geological, paleontological and geomorphological features, together with cultural and historical features (Zafeiropoulos et al., 2021).</p> <p>Geosites can be used as outdoor classrooms, where students can learn about geology, geomorphology, and other earth sciences through direct observation and hands-on activities. Consequently, geosites constitute a valuable resource for educators, helping to engage students and enrich their learning experiences.</p> <p>The geoeducational value of a region refers to the educational opportunities and resources that it provides relatively to the earth and its processes. This may include the geosites and geoscientific features present in the area, as well as the educational programs and resources available for learning about these features. The geoeducational value of a site can be a valuable resource for educators, providing opportunities for hands-on learning and helping to engage students in the learning process. It can also be a valuable resource for the public, providing opportunities for people to learn about and appreciate the earth and its natural and cultural history.</p> <p>Geoethical value refers to the ethical considerations associated with the earth and its processes. This includes issues related to the conservation and protection of the earth's natural resources, the impacts of human activities on the earth and its ecosystems, and the responsible use of the earth's resources (Georgousis et al. 2021).&#160;</p> <p>In this work, we propose a new assessment method that will be a useful tool for highlighting the geoeducational and geoethical value of a geotope (Zafeiropoulos & Drinia 2021). This method takes into account 11 criteria (accessibility, frequency, geomythology, archaeological value, cultural-laographic value, religious value, geodiversity, geoethical value, ecological value, geo-educational activities, sustainable development) where each of them is scored on a five-point scale (0-0.25-0.25-0.50-0.75-1). This method was piloted in 8 geotopes of Kalymnos Island and 5 geotopes of Nisyros Island, SE Aegean, Greece (Zafeiropoulos & Drinia, 2021; 2022). The implementation of this assessment highlighted the geo-educational value of these geosites and made it clear that the implementation of geoducational programs may succeed in empowering the students in geocultural values. Furthermore, it appeared that students were reinforce in themes and values of geocultural heritage and sustainability, and that they developed feelings of environmental sensitivity.</p> <p>Zafeiropoulos, G.; Drinia, H.; Antonarakou, A.; Zouros, N. From geoheritage to geoeducation, geoethics and geotourism: A critical evaluation of the Greek region. Geosciences, 2021, 11(9), 381.</p> <p>Georgousis, E.; Savelides, S.; Mosios, S.; Holokolos, M. V.; Drinia, H. The need for geoethical awareness: The importance of geoenvironmental education in geoheritage understanding in the case of Meteora geomorphes, Greece. Sustainability, 2021, 13(12), 6626.</p> <p>Zafeiropoulos, G.; Drinia, H. Kalymnos Island, SE Aegean Sea: From Fishing Sponges and Rock Climbing to Geotourism Perspective. Heritage, 2021, 4(4), 3126-3146.</p> <p>Zafeiropoulos, G., & Drinia, H. Comparative Analysis of Two Assessment Methods for the Geoeducational Values of Geosites: A Case Study from the Volcanic Island of Nisyros, SE Aegean Sea, Greece. Geosciences, 2022, 12(2), 82.</p>
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