ArcGIS Dashboard technology allows for the integration and visualization of various maps, charts, and indicators within a single interface, using databases underneath a geographic information system. The two dashboards of the European project Teaching the Future address the dual objective of (i) cartographically displaying the evolution in four phases of climate change data experienced across the entire planet from 1954 to 2021 in vectorial cells measuring one degree of latitude by one degree of longitude and (ii) spatially representing three scenarios (low, medium, and high greenhouse gas emissions) up to the year 2100, showing potential temperature increases in those same cells. In addition to the maps, the different data and charts contribute to the understanding of anomalies relative to the average, the global increase in each selected area by zooming in on the map, and the evolution of both observed and projected data. Both dashboards represent an accurate and reliable treatment of the data, as well as a cartographic expression that is easy for map readers to understand, making them powerful resources for teaching climate change at any educational level, whether in higher education or schools and for a general audience.

Collaborative mapping has emerged in recent decades as a key practice for producing open geospatial knowledge and fostering critical citizenship. However, several studies have shown that these platforms may reproduce existing gender inequalities, both in terms of participation and representation. This article examines the potential of collaborative feminist cartography as a strategy for making inequalities visible and promoting gender equality in public space. Methodologically, the study focuses on the project Las Calles de las Mujeres, developed by Geochicas OSM, combining quantitative analysis of street naming in urban development with qualitative implementation in educational contexts. A global overview of 32 cities in 11 countries is provided, with a detailed case study of 11 Spanish cities. Results confirm the persistence of a significant gender gap in urban toponymy: streets named after men not only outnumber those dedicated to women but are also on average longer, more central, and symbolically more prominent. Educational experiences in Spain provide learning outcomes and demonstrate that collaborative mapping strengthens spatial thinking, digital competence, and critical awareness, linking geography education to the Sustainable Development Goals (SDG 5 and SDG 11). The article concludes that feminist mapping initiatives are simultaneously pedagogical, social, and political tools, capable of fostering more inclusive and sustainable cities.

Climate change education represents a significant challenge for geographical education and educators. While there is a a large body of research focused on students’ alternative conceptions, in contrast there is little attention paid to how teachers construct geographical reasoning about climate change. This study aims to analyse how expert and non-expert teachers articulate geographical thinking in relation to climate change education. An interpretative qualitative design was adopted, based on the analysis of two focus groups differentiated by teaching expertise, conducted in the context of the evaluation and discussion of a teach-er training course on climate change and GIS. Qualitative data were analysed using a combination of deductive categories de-rived from the literature and inductively emerging codes due to the thematic analysis. The results reveal clear differences be-tween the two groups. Expert teachers generate a higher density of qualitative data, mobilise systemic and multiscalar reasoning more consistently, and display explicit strategies of epistemic regulation, particularly through theoretical prudence and evidence-based argumentation. In contrast, non-expert teachers tend to frame complexity as a problem to be reduced, relying more frequently on linear or axiological explanations. Importantly, axiological elements are not absent from expert discourse but coexist in tension with non-axiological approaches.

The preservation of cultural heritage is a crucial component of sustainable urban and territorial development. This study explores the role of collaborative mapping as both a pedagogical and civic tool for raising awareness about heritage conservation and promoting sustainable spatial citizenship. Using a mixed-methods approach, the study evaluates how students and local communities engage with geospatial technologies to document, assess, and propose solutions for at-risk heritage sites. The research is structured at two different scales: a national study across Spain and a localized case study in Zaragoza. The integration of collaborative mapping in educational settings not only enhances spatial and geographic competencies but also fosters a more critical and participatory approach to urban sustainability. This study demonstrates that digital geolocation tools can be leveraged for active heritage conservation, transforming citizens as agents of change. The results underscore the importance of interdisciplinary methodologies that connect geographic education, heritage studies, and civic engagement for the sustainable management of cultural assets.

This research develops a theoretical framework for understanding water-risk education as an essential civic competence in the context of climate change, hydrological extremes and socio-environmental vulnerability. Through a narrative conceptual synthesis of the recent literature on water governance, climate and disaster-risk education, sustainability competences and social representations of risk, the study examines how schools and universities can move from a general awareness of water problems to situated, anticipatory and action-oriented learning. The analysis identifies three mutually reinforcing dimensions of water-risk competence: cognitive understanding of water as a complex socio-environmental system; procedural capacity to analyze exposure, vulnerability, preparedness and adaptation; and attitudinal and ethical orientation toward responsibility, care, equity and collective decision-making. The research proposes a curricular model that connects hydrological-cycle education, flood and drought risk, territorial literacy, governance and the Sustainable Development Goals, especially SDGs 6, 11 and 13. The model is intended as a theoretical basis for future empirical studies, teacher-training designs and didactic proposals. It argues that water-risk education should not be restricted to emergency information or isolated scientific content, but should become a cross-curricular competence for forming citizens capable of interpreting uncertain climate scenarios and participating in resilient water governance.

The teaching of climate change in geography is frequently reduced to a curricular content, whereas it is a systemic, multi-scalar and axiologically contested phenomenon whose understanding calls for expert geographical reasoning. This article is a conceptual and methodological contribution: it sets out the epistemological foundations and the research design of a comparative study of climate change teaching in Spanish and French geography education, and analyses no new empirical dataset. The framework rests on four analytical continua—organisation of knowledge, causal structure, treatment of scale and the fact–value relation—derived from a single operative definition of expert geographical reasoning and formulated so that one grid may interrogate curricular texts, focus groups, interviews and a questionnaire within a multiphase exploratory sequential design of qualitative priority. Its first phase has been conducted and published: a focus-group study that calibrated the precursor categories of the present continua and showed that value-laden and epistemically regulated registers coexist within expert discourse. Those findings are used here as prior published evidence; the three remaining phases are presented as a proposed design. It is argued that the Spain–France comparison operates as a device of epistemological denaturalisation, and that coherence derives not from accumulating instruments but from subordinating them to one analytical lens, whose risks are also discussed.