Viewing the Earth from above has fascinated people at least since the Apollo mission in the 1960s. Today, satellite images have made their way into the news and media, but the potential of using satellite images in the classroom has not yet been exhausted. Teachers often lack the technical knowledge of Earth observation (EO) or the technical requirements in schools. The Geo:spektiv e-learning platform used provides the opportunity to integrate EO into curricula as well as current environmental- and space-relevant topics. This study analyses the driving forces that determine the motivation of students and which factors contribute to the success of an e-learning platform. The basis for this study is a Geo:spektiv module about the endangered rainforest, established at an out-of-school learning place and designed for students in secondary education. A survey of 281 students on their motivation and learning behavior showed, that in addition to the topic and level of difficulty tailored to the students’ needs, the design of the modules, simple navigation, and the use of multimedia content are vital. Despite the small sampling size and restricted geographical location of sample selection, the results of this study can contribute to better integration of digital geo-media in school lessons.

The Copernicus Program and the fleet of available Earth observation satellites provide valuable services in sectors such as agriculture, forestry, urban monitoring, and heritage management. However, drawbacks such as knowledge gaps by the user, limited technical and financial facilities or the lack of ready-to-use data, result in insufficient exploitation of these opportunities by heritage site managers and other relevant stakeholders. Based on an initial assessment of current threats, existing limitations and potential applications, we developed the e-learning module Space2Place. Through the use of the learning module, stakeholders get a substantial introduction into Earth observation and knowledge barriers that may exist are removed. For this purpose, we refined an existing e-learning platform, which was developed in close relation to an online remote sensing application and adapted to the needs of UNESCO site stakeholders. One of the main features is the personalization of the learning modules content depending on the abilities or interests of the user. The platform offers information with different levels of difficulty and adaptable learning paths. A graduation certificate and practical exercises in an online remote sensing application increase the specific added value for UNESCO site manager. By using the associated remote sensing application and its link to Space2Place, heritage site managers also improve their knowledge on image processing by working with original satellite imagery. Additional advantages of using the platform will be enhanced through the introduction of new learning modules, translation into other languages and accompanying scientific research.

The all-embracing impact of human-made climate change is widely visible in both Central and South Asia, areas highly susceptible to climate related risks. From rising atmospheric and oceanic temperatures, rising sea levels, shifting precipitation regimes, and glacier melt related floods, no area is spared by climate change. A high vulnerability to climatic extremes is a consequence of the region’s natural climate and geography and each country’s sociological and political structure. Natural disparities are amplified by inequalities in educational and cultural opportunities. Additionally, low climatic resilience exists in densely populated areas with high poverty rates, which exacerbates the exposure to climate extremes and to accumulation of natural catastrophic events. Economic and social sectors dependent on water, energy, and food resources will experience increasing stress, risking wealth and economic standards of the countries and communities under a changing climate. This chapter outlines the most significant changes in climate for the region and the impact of these changes on water, energy, and food resources. Most countries in Central and South Asia have already included important steps in their policies or have implemented a series of strategies and projects (e.g., climate change adaptation). However, full implementation of sustainable adaptation projects presents a number of difficulties, all of which can be addressed on national and transregional scales to improve resilience against climate related threats.