The mining industry leaves behind a large number of tangible or intangible remains. A part of them can be used by different actors as a mining heritage. Specific cultural or social values and meanings, which remind of the importance of mining in the past and today, are represented through this mining heritage. To preserve them, the heritage must be passed to future generations. One of the ways is mining tourism. However, the relation between the mining heritage and tourism is not simple as the complex mining heritage has many specific features that differ from the traditional tourist attractions and conceal many pitfalls. The aspects of authenticity or approaches to heritage interpretation are also important.

Historical cultural landscapes represent numerous values and meanings that are important for today’s society. These cultural landscapes document the specific development of local communities and may reflect their approaches or attitudes toward the environment. Man-made landscape elements are created for special purposes and represent specific values (historical, cultural, environmental, economic, etc.). The analysis of these landscape elements allows us to find out for what purposes the society decided to use the landscape, respectively what functions the landscape performs and what historical or cultural values it represents. The following text presents a typology of historical cultural landscapes based on a cluster analysis of cultural landscape features. Using this method, a typology of landscapes is created that reflects the functional use and values of landscapes based on the analysis of cultural-historical elements and differentiates the rates and methods of land use by human beings. The output of the cluster analysis is visualized in a dendrogram, based on which seven basic landscape categories were defined and described.

The article deals with the perception and methods of management of the mining heritage and mining the landscapes from the perspective of individual stakeholders, entities and interest groups. The first part deals with the conceptualization of heritage in general, discussing various ways of defining and looking at heritage; later, the general discussion focuses on a specific group of heritage, which is the mining heritage. The following is an introduction to the area of interest of the Jáchymov region (part of the Ore Mountains, i.e., an area characterized by a long mining history and a number of mining monuments). It is important, mainly, because it is part of the world heritage; the Mining Cultural Landscape of the Krušnohoří/Erzgebirge was added to the UNESCO list in 2019. The second part of the article is devoted to field research in the Jáchymov region. The aim of the research was to find out how the mining heritage in the Jáchymov region is treated, and how and for what purposes it is used. Representatives of the public, private and non-profit sectors from the local, regional and national levels were involved in the research. Research is a comprehensive view of the process of heritage formation and management.

The aim of this study is to identify changes in geographic literacy over time by comparing the success rates of geography applicants when solving identical tasks used in the geography entrance exam test in 2016 and 2024 at the Faculty of Science of Charles University. We summarize the results of a comparison of the success rates in selected test tasks and we look at the shift in geographic literacy between two groups of respondents with similar characteristics (age, interest in studying geography at the same university) in different time periods. Through our study, we aim to open up the possibility of using geography entrance exam tests as one of the possible sources for studying the evolution of geographic literacy over time. Longitudinal studies focusing on changes in geographic literacy are still very rare, which we consider to be a research gap. The tasks used in the entrance tests in 2016 and 2024 were compared in order to determine which types of test tasks experienced the greatest change in success rate. The comparison included answers to a total of 25 test tasks, which were intentionally set identically in both years to make such a comparison possible. Answers were available from 269 respondents in 2016 and from 132 respondents in 2024. When evaluating the results, the tasks were divided according to various criteria (thematic focus, category of educational objectives, use of mathematical skills, inclusion of a visual element, etc.). The results indicate a relatively high rate of change in success in solving certain types and groups of test tasks. The results also show changes in the level of geographical literacy of students who come to university from secondary schools. This information could be helpful not only for universities themselves (who will get better information about changes in the level of applicants from secondary school level), but also for secondary school educators and experts engaged in curriculum development (who will get feedback on secondary education results). The results underline the importance of systematically monitoring changes in geographical literacy and call for further research on a larger dataset and across more time points.

This paper summarizes the results of research focused on the evaluation of anthropogenic impacts on the formation and process of the flood. The HEM-F methodology, partially modified and supplemented by identifying potential risk parts which during the floods could complicate the water convection, was applied on part of the Bílina River. During mapping were evaluated selected reaches of the Bílina River, and determined watercourse characteristics and the degree of anthropogenic river alterations. The conclusions of the research indicate that more than 50% of the river length shows no significant risk factors that could have influence on the development and flood events.