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.

Although the application of hazard analysis critical control point in the food industry dates back to the 1970s, a more quantitative and reliable approach towards risk assessment became feasible through application of failure mode and effect analysis (FMEA) model. A tentative approach of FMEA application to a filled chocolate-producing industry was attempted in an effort to exclude the presence of genetically modified organisms (GMOs) in the final product. This is of crucial importance both from the moral (ethics) and the legislation (EC 1829(EC /2003 EC 1830 EC /2003 EC 18/2001) point of view. Two structured methods (preliminary hazard analysis and fault tree analysis) were used to analyse and predict the occurring failure modes in food chain system, based on the functions, characteristics and/or interactions of the ingredients or the processes, upon which the system depends. Cause and effect diagram (also known as Ishikawa, tree diagram and fishbone diagram) and Pareto diagram emerged as two very useful and effective tools towards optimising the GMO detection potential of FMEA.

In order to design a geoeducation program in the context of the possibilities given to the Experimental Schools of Greece of Lower Secondary Education, teachers identified the need for diagnostically assess students’ understanding of basic concepts of the geoenvironment and particularly the concepts of geodiversity, geoheritage, geoethics and geotourism. In addition, there was a need to apply the educational technique of creating cognitive conflicts in order to promote the scientific perceptions of these concepts. Thus, research questions were identified which led the research to assess the current latent state of students’ perceptions regarding the thematic areas of the concepts and to identify concepts whose perceptions can be used in the educational process in order to achieve effective cognitive conflicts in order to promote scientific perceptions of them. The students briefly answered a four-question questionnaire, wherein each question examined their perceptions regarding the four concepts of geoenvironment: geodiversity, geoheritage, geoethics and geotourism. All 45 students of the geoeducation program that took part in the survey were aged between 12 and 15 years old. The qualitative research strategy approach was selected and specifically the hybrid technique of semiotics content analysis in combination with thematic analysis. This technique was selected due to the need to identify, code, categorize and count both obvious and latent meanings in the students’ written answers; these meanings were related to the four concepts under examination. The results of the research show that the current latent state of students’ perceptions regarding the thematic fields of the four concepts of the geoenvironment can be considered as particularly confused since the majority of students did not understand the concepts as they are employed in the international literature. The research also highlighted concepts that can be used by teachers in their efforts to develop students’ clear or even scientifically acceptable perceptions for the concepts of geodiversity, geoheritage, geoethics and geotourism in the thematic field of the geoenvironment.

This paper investigates the possibility of a holistic interdisciplinary and cross-thematic educational approach of STEM (Science, Technology, Engineering, and Mathematics) and HASS (Humanities, Arts and Social Sciences) knowledge fields. The interdisciplinary educational approach of STEΜ and HASS knowledge branches, set out to resolve complex issues in an innovative way, can assist the development of the students into active and knowledgeable citizens so they will be able to face actual problems whose nature is always interdisciplinary. There is reference in elements which advocate the necessity of this holistic cross-thematic approach and additionally theories and techniques are established which are able to support it. Main characteristic of this development is its support with ICTs. Characteristics of a relevant educational scenario are presented. The scenario is implemented as a pilot experiment and relevant results can be extracted. The scenario is recommended as prototype due to its special interdisciplinarity, the educational techniques that were utilized, and its design procedure based on principles of Educational Management & Engineering and due to the positive results from its pilot implementation. Relevant conclusions are projected.

The purpose of this article is to present the results of an environmental education program on “Storm-Tossed Sea Rocks in Pelion Seaside” designed for junior high school students and implemented as a synchronous online educational approach and main and with a main goal to empower students to the values of geoheritage. In order to examine the effectiveness of the program and in particular the achievement of the objectives that encourage the development of values, the research question was identified as to whether the implementation of the environmental program achieved the empowerment of students in geoheritage values. In order to answer this question, we implemented a rather unusual technique to evaluate the educational procedure, which was based on the qualitative research technique of thematic analysis. This technique was selected as the most appropriate in order to “mine” conceptual patterns, the analysis of which would, in a valid, reliable, and simultaneously easy to use and quick way, inform the teachers that the values of geoheritage were disseminated to the students through the program. Thus, four-question interviews were conducted with randomly selected students who participated in the program. The data were examined and conceptual patterns were identified which were classified in eighteen codes. The codes were divided into five categories, the analysis of which led to the answer to the research question. Thus, it was found that the implementation of the environmental program achieved the empowerment of students in geocultural heritage values. The development of feelings of environmental sensitivity has also been seen, which suggests further investigation is needed. It was concluded that for the students, the given educational approach was necessary as well as cognitively, pedagogically, and emotionally beneficial; therefore, the need to enrich the curricula of environmental education/education for sustainable development with issues of geodiversity and geocultural heritage is justified. Finally, what was ascertained is that the thematic-analysis-based evaluation technique of the educational procedure, which was implemented, provided the teachers with the requested information, and it is recommended as an evaluation technique of educational procedures which aim at empowering students on values—even for daily use in school.