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 geoeducation and geotourism, 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.

A new assessment method named GEOAM (geoeducational assessment method), that will be a useful tool for highlighting the geoeducational and geoethical value of a geosite, is proposed. This method takes into account, initially, 11 criteria, which are grouped into 8 categories. Each criterion addresses a different aspect of the geosite’s potential for promoting sustainable development, environmental management, and education. A simplified scoring system using a scale of 1–5 is used, where each criterion is scored based on the degree to which it is presented or implemented. The method was piloted in eight geotopes of the Kalymnos Island and five geotopes of the Nisyros Island, in the SE Aegean Sea, Greece. The implementation of this assessment method highlighted the geoeducational value of these geosites. Based on the criteria and subcriteria incorporated in GEOAM, this paper discusses GEOAM’s potential to promote sustainable development and rational environmental management by directing educators and stakeholders toward actions that conserve and protect geoheritage for future generations, while also contributing to the economic, social, and cultural development of the surrounding communities. By quantifying the geoeducational potential of geosites and integrating essential concepts such as geoconservation and geoethics, the implementation of this new assessment method can benefit the educational community, tourism industry, and environmental conservation efforts.

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.

In recent years, multiple efforts to promote geoscience and geoenvironmental awareness have highlighted the need for geoeducation. This article explores the importance of integrating geoeducation into the Greek curriculum for promoting a deeper understanding of geosciences. The method used is primarily based on a mixed-methods approach, covering both qualitative and quantitative data. A preliminary assessment revealed a lack of information on the conceptual framework of geosites and geoparks. Following this, a geoeducation tool was developed to introduce the basic principles of geoeducation. The evaluation showed a significant increase in understanding and a heightened desire for further knowledge on geoeducational topics. To address current deficiencies, effective integration of this geoeducational tool requires comprehensive teacher training and curriculum reform. Promoting geoeducation through school programs is critical for creating a more informed, responsible, and sustainable society. This paper advocates policy changes and educational initiatives to firmly integrate geoeducation into the Greek educational system.