Die Fachzeitschrift "Mitteilungen der Österreichischen Geographischen Gesellschaft" (früher "Mitteilungen der k.k. Geographischen Gesellschaft in Wien") • ist das wichtigste regelmäßig erscheinende Organ der "Österreichischen Geographischen Gesellschaft", erscheint seit 1857 und ist die älteste noch existierende Fachzeitschrift geographischen Inhaltes im deutschen Sprachraum, • vermittelt neue Erkenntnisse aus allen Bereichen der Geographie, Kartographie und verwandter Raumwissenschaften, • informiert über Fachfragen in Forschung und Lehre, nationale und internationale geographische Aktivitäten, sowie Personalia, • erscheint im Umfang von mindestens 400 Druckseiten (mit Kartenbeilagen) im Jahr

Within the context of fast digital transformation, the integration of artificial intelligence (AI) in digital pedagogy opens new horizons for personalized learning, optimized school management, and a redefinition of the pedagogical relationship. This article investigates how AI can support digital pedagogy not only through automation and increased efficiency, but also by assisting teachers in instructional decision-making and adapting learning paths to individual student needs. Alongside the clear benefits, it also addresses significant ethical and socio-cultural challenges – such as algorithmic bias, the opacity of automated decisions, the impact on students’ digital identity, and the need for critical digital literacy among educators. Drawing from interdisciplinary theoretical frameworks and applied examples, the study advocates for a responsible and value-oriented integration of AI into educational systems. The conclusion emphasizes that AI should be seen not as a substitute for teachers, but as a pedagogical partner – one whose success depends on balancing technological innovation with humanistic principles.

Within the context of accelerating digital transformation, the emergence of generative artificial intelligence (AI) has redefined the epistemic and ethical foundations of the humanities. The algorithmic turn challenges the traditional role of humanistic inquiry, raising questions about interpretation, creativity, and meaning in a technologically mediated world. This article explores how posthuman pedagogy can reclaim humanistic agency in the age of algorithms. Drawing on theoretical frameworks from posthumanism (Braidotti, Haraway) and metamodernism (Vermeulen & van den Akker), it argues that AI does not signal the decline of the humanities but their evolution toward a relational and ethically responsive practice. The study identifies three interrelated competencies – algorithmic literacy, digital empathy, and critical co-agency – as essential pillars for a transformative humanities curriculum. These competencies enable learners to engage critically and ethically with intelligent systems, interpret algorithmic processes as cultural texts, and act responsibly within distributed cognitive environments. Beyond its theoretical contribution, the article also addresses significant ethical and socio-cultural concerns, including algorithmic bias, epistemic injustice, and the need for reflexive digital ethics in higher education. It advocates for a metamodern orientation that balances skepticism with hope and critique with reconstruction. The conclusion emphasizes that the humanities must not resist technological mediation but reinterpret it as an opportunity for ethical imagination. Posthuman pedagogy thus envisions education as a co-creative process between human and algorithmic intelligences, grounded in empathy, reflection, and moral responsibility.

This article explores the ongoing interaction between human intelligence and artificial intelligence (AI), with a particular focus on the concept of algorithmic empathy – a type of simulated affective response with tangible educational value – and on the dynamics of digital co-creation. Drawing on interdisciplinary perspectives and qualitative data collected through semi-structured interviews with 57 teachers and 542 students from Romania, the study explores how AI systems can support learning, foster innovation, and adapt to users' cognitive and emotional needs thematically analysed to provide in-depth insights. The analysis identifies key factors that shape effective human-AI communication, such as digital literacy, trust, personalization, and ethical awareness. While AI is perceived as a valuable tool for enhancing educational processes and decision-making, challenges related to transparency, over-reliance, and reduced human connection are also highlighted. The findings show that meaningful human-AI collaboration requires not only technological refinement but also a critical and ethical rethinking of the roles both actors play in a shared digital ecosystem. The study underscores the importance of algorithmic empathy and conversational digital literacy in sustaining user motivation, while warning against dependency and the erosion of critical inquiry. In educational settings, AI is best positioned as a complement to, not a substitute for, the human educator. These insights reinforce the need for human-centred, ethically grounded AI integration strategies, especially in environments where learning, equity, and emotional support intersect.

This study examines how generative artificial intelligence (AI) reshapes interpretive cognition in Social Sciences and Humanities (SSH) education. Moving beyond instrumental perspectives, the paper conceptualizes AI as an epistemic mediator that reconfigures meaning-making processes, authorship, and learner agency. The study adopts a qualitative, conceptually driven design combining systematic interdisciplinary synthesis with structured classroom observation (N = 42 interactional episodes, 27 students, 6 instructional sessions). An abductive analytical approach was used to identify patterns of learner – AI interaction and to construct a developmental-critical model of interpretive learning. Findings reveal three interconnected transformations: the externalization of interpretive cognition, the hybridization of authorship, and the emergence of distributed epistemic agency. These correspond to three developmental trajectories – AI-dependent, AI-enhanced, and AI-critical interpretation – reflecting increasing levels of interpretive autonomy. The study argues that AI does not merely support learning but fundamentally restructures the cognitive and epistemic architecture of interpretation. In response, a developmental-critical pedagogical model is proposed, operationalized through six checkpoints designed to scaffold critical AI literacy, epistemic responsibility, and interpretive autonomy. The article contributes to ongoing debates on AI in education by providing a theoretically grounded and empirically informed framework for integrating AI into SSH pedagogy without compromising interpretive depth.

Two major types of wild tulips whose origin is somewhat contradictory in the environmental literature overlap in Romania. Over the past 5 years, we have studied the habitats and sporadic occurrences of the species and we have delimited a new habitat around Iași. Hypotheses regarding the origin of the area are the primary conclusions of the case study.