This paper provides an overview of published scientific papers in refereed journals on the use of new media in teaching geography. Relevant previous research on the application of GIS in the process of teaching at the secondary and higher education is considered from critical aspects. The main objective of this theoretical study is to systematically and chronologicaly point to the central themes that were dealt with by researchers in the context of the study of GIS in teaching geography. Research has shown that the interest of researchers for GIS in education studies is growing in line with the development of information and communication technologies, that study topics of the problem varied, and that the number of research and range of topics increases after 2000.

Obviousness in geography teaching is of great importance for the development of geographical thinking and reasoning. Excursions provide a good opportunity to apply the principle of obviousness by enabling experiential learning, development of critical thinking, social skills, personality, motivation, more engagement and better performance. The purpose of the study is to investigate whether pupils recognize the educational role of excursions. The results were obtained through statistical data analysis collected using a survey technique among pupils in the SPSS 26.0 program. A suitable sample consists of fifth to eighth grade pupils from a school in Niš and an elementary school in a rural settlement near Niš. Pupils perceive the educational role of excursions, but the full benefit that excursions can provide as a type of educational activity has not been realized due to the way they are conducted.

Contemporary environmental challenges necessitate the adoption of active learning methods within educational frameworks, particularly those that foster the development of environmental awareness among young people. The 2030 Agenda underscores the importance of project-based learning as a strategy for building the competencies required to achieve sustainable development goals. In this context, the attitudes and behavior of young people towards the environment serve as critical indicators of future social transformations within the sphere of sustainable development. The aim of this research was to determine whether project-based learning in geography, as opposed to traditional teaching methods, exerts a more pronounced influence on the formation of environmental values, attitudes, and pro-environmental behavior among students in their final year of primary school. The research was conducted using a convenience sample (n = 255) and employed pedagogical experimental surveys with parallel group designs. In the experimental group, project-based learning was implemented, whereas the control group continued with traditional teaching approaches. To assess environmental values and attitudes, the research employed a scale grounded in the EAATE framework, and pro-environmental behavior was evaluated using a measurement scale derived from the PEB and GEB scales. The obtained results are attributed to the influence of project-based learning. Although they cannot be generalized to the entire population, they indicate the potential of project-based learning as a more effective strategy in environmental education. Furthermore, these findings provide opportunities for further professional and scientific research in this area.

In work, different possibilities are considered, which are offered by natural and social resources with the goal to change and modernize the teaching outside of the classroom in different environments. Modern teaching is based on the holistic, integrated approach in which the knowledge is viewed as a complete system in a constant process of transformation. Thus, the importance of the environment is asserted, the importance of the ambient in which the teaching process is being conducted. Authentic environment (natural and social resources) in which the teaching is realized, outside of the classroom, creates possibilities for learning through active working methods, independent research, exploration and noticing the relationships and connections. Teaching in the authentic environment offers a series of advantages for both the students and teacher-partners in the process of constructing a knowledge system. Using the resources and modern complex integration approach within the existing educational practice can significantly influence the modernization and innovation of the educational process, and can make the school, as a basic educational institution, a more suitable and more attractive for the generations to come.

This paper examines the role of children in the planning of green and public spaces, taking schoolyards as key micro-spaces in the transformation of contemporary cities toward sustainable urban environments. The central research premise challenges the traditional paradigm that positions children as passive users of urban space and instead considers them as active actors whose needs, experiences, and perspectives can substantially contribute to higher-quality and more inclusive urban planning. In this context, schoolyards are analyzed as hybrid spaces that integrate ecological, social, and educational functions, while simultaneously serving as accessible platforms for children's participatory engagement in shaping their local environment. The methodological framework combines a theoretical analysis of the concepts of child-friendly cities, the right to the city, and co-design, with approaches to learning in non-formal, out-of-classroom contexts, education for sustainable development, and participatory planning. A distinct methodological component is the application of the Designathon approach as a structured participatory method for involving children in processes of spatial reflection and planning. This methodological approach is further supported by an interpretation of the results of the pilot project Science Playground (Naučno igralište), Niklo kao ja as well as by analyzing the publication Children's Manifesto for Sustainable Cities. The findings indicate that children's participation in urban planning and in the design and improvement of green micro-spaces can contribute to community strengthening and provide a basis for understanding the relationships between children, space, and urban sustainability. Active involvement of children in planning green micro-spaces supports not only the development of environmental awareness and a sense of belonging among younger generations, but also the creation of more functional, safer, and socially inclusive public spaces through the integration of children's perspectives into urban planning processes and efforts to improve quality of life in contemporary cities. It is concluded that experiences gained from working with children can provide a relevant basis for improving local governments and developing more sustainable cities.