Most methods used for geoheritage inventories do not consider the quantitative assessment of the geodiversity indicators; consequently, it can happen that some geosites are wrongly inventoried as geodiversity sites and vice versa or activities for scientific, educational, and touristic purposes actually should not be planned in geoheritage sites unprovided with requirements. The main aim of the present paper is to raise awareness of the type of geoheritage present in sixteen localities of the Calabria–Peloritani Arc (Messina province; Italy) and suitable for scientific/educational/touristic assets. The main results of the research may be synthesized as follows: (i) identification of several potential geosites of international significance; (ii) exclusion of several geosites from any possible educational and touristic initiatives; (iii) possibility to promote educational initiatives among a broader public in some geosites and geodiversity sites, best addressed to postgraduate geology students in structural geology, tectonics, and stratigraphy, and/or PhD students or young researchers; (iv) planning of a geo route devoted to the geoknowledge transfer on Alpine thrust tectonics and Miocene block rotations involving arc-like structures such as the Calabria–Peloritani Arc and Paleozoic to Meso-Cenozoic stratigraphy.

The geoconservation policies assumed by the Sicilian Region (Italy) induced to classify as geosites all the geodiversity preserved in the Sicilian natural reserves. In particular, two of these geosites present in the oriented natural reserve of the coastal lagoon of Cape Peloro (Messina, NE Sicily, Italy), denoted “Morpho–tectonic system of Cape Peloro–Lake Faro” and “Morpho–tectonic system of Cape Peloro–Lake Ganzirri”, were considered Global areal geosites on the base of their tectonic origin. Lacking an official scientific report of these sites, the present research was aimed to investigate the lagoon, in order to provide the (i) geological and structural framework, (ii) inventory, and (iii) quantitative assessment of geodiversity. The study geosites resulted to be originated during the post–Wurmian sea–level rise and the strong extensional tectonics affecting the Calabria–Peloritani Arc still active. Indeed, the lagoon depression hosting the Lakes Faro and Ganzirri, developed on low-relief coasts because of different systems of capable faults, NW–SE oriented in the Lake Faro and ENE–WSW oriented in the Lake Ganzirri. The quantitative assessment of geodiversity indicated high scores for the scientific value and the potential educational and touristic uses. On the basis of these results, it was possible to confirm the attribution of Lake Faro’s and Lake Ganzirri’s geodiversity to Global areal geosites, being the study morpho-structures key localities, providing indicators of representativeness, geological diversity, and rarity that ought to be protected as clear and unequivocal examples of the Earth’s geological history and evolution of the Quaternary tectonic coastal lagoons. Actual criticisms that could irreversibly affect the environmental equilibria have been evidenced. Possible actions for the redevelopment of the oriented natural reserve of the coastal lagoon of Cape Peloro and the extension of the geosites were also described.

One of the most famous criminal investigations involved the use of forensic geology to assist law enforcement agencies in the homicide case of the Italian honorable Aldo Moro. Notwithstanding this important tribute to forensic geology, in Italy, the role and value of using geological and soil materials (known as earth materials) to support law enforcement agencies in solving criminal investigations remain uncommon. This absence may be due to few educational courses for geology undergraduates/graduates devoted to laboratory and field training in forensic geology. The flipped classroom model may encourage a modern educational approach for teaching and learning forensic geology. The designed flipped classroom model applies theoretical concepts for forensic geology, which is learned by the attendees at home, whereas the class activities are devoted to laboratory and field experiences assisted by teaching staff. The laboratory activities involve techniques for collecting geological trace evidence and comparing color/sedimentological/mineralogical/microfossil features, whereas the field experiences consist of sampling strategies, search activities for burials, and field surveying. This approach has been trialed by the Messina University since 2014 and represents a successful tool for multitasking teaching and learning aimed to further develop forensic geology, encourage the inclusion of forensic geologists within the police enforcement in Italy, and improve the knowledge of law experts such as prosecutors and defense lawyers.

The geological and geographical evidence related to crime scenes involving clandestine graves is valuable data to consider during judicial investigations because it can provide useful criminological and criminalistic information. Research results on the nature and main features of historical cases and thirty criminal burials are reported. Among the studied cases, a recent homicide clandestine grave was analyzed through remote sensing. This latter allowed the definition of GIS-based RAG maps and search priority scenarios and ascertain that the study grave fell in a high priority Red coded area, validating a method previously based only on simulated crime scenes.