Historic centers have suffered different processes of neglect, occupation, segregation, gentrification, and touristification as a result of changes in demand and policies. Currently, they are going through a homogenization process motivated by tourist pressure, which is causing the expulsion of the local population; this is a common topic of interest for media and political agendas, which requires scientific analysis. This research aims at identifying the winning and the losing tourist groups in the historic center of Seville. It is structured in two parts: a conceptual one based on the bibliographic review with which one wants to know how the current society responds to tourist pressure through defining and characterizing the processes of substitution of uses and inhabitants, and another empirical one in which the analysis of statistical indicators (demographic, economic, and residential) treated with Geographic Information System (GIS) allows us to measure the degree of existing vulnerability and analyze social and spatial effects caused by the tourism in Seville.

The emergence of new technological tools for territorial analysis, such as cloud-based GIS, or GIS viewers, compels us to closely examine its usefulness in geographic education. Specifically, it raises the professors and teachers’ questions: what to teach? how to teach? and what will students learn? This research responds to these three questions by interviewing Spanish experts who know how to use these tools to teach geography at university and secondary school levels. The Delphi technique was applied to achieve this, which established consensus and led to the following results from experts’ own experience: (1) that GIS help to understand territory in an experiential and non-memoristic way and (2) they enable the development of spatial thinking. This paper concludes that changes in methodologies and integrate technical knowledge into teacher training are needed.

Like other tourism subsectors, guided tours have been affected by the emergence of the sharing economy. Although this subsector of tourism is not as well known, it constitutes an interesting scenario for studying these new business models and it is also generating debate. This article analyses the uniqueness of the tourist guide services provided through online platforms under the name of free tours. The study includes a bibliographical revision and it is carried out from a qualitative methodology based on a survey conducted among tourist guide professionals and in-depth interviews. The study analyses the point of view of professionals in the guiding sector from 11 European cities subject to common regulations. It aims to determine how they are affected by the free tours as well as to assess their relationship with this new activity, a complex relationship with many controversial elements in terms of labour, tax and organisation. It will be shown that the free tours respond to the trends of contemporary society but are not an expression of the collaborative consumption among equals, but rather an effective marketing strategy.

The different degrees on Tourism seek to train experts capable of managing changes and stimulating the necessary improvements to be able to maintain and enhance the dynamic tourism sector. This paper provides the design of a teaching activity for students of tourism degree. With it, it is intended that students, through collaborative work methodology and through the use of geospatial technologies, especially the GIS Story Map, acquire essential competencies in their training and are capable of creating a tourist product according to the characteristics of the destination. The didactic experience consists of creating an original and innovative tourist route in Madrid. This way, a collaborative map and a series of individually presented routes are obtained that are co-evaluated by the students themselves. The results of a satisfaction survey about the activity answered by the participants are also presented. It appears that the activity has been considered positive, since the students claim to have acquired skills of great interest in their training as future professionals, while feeling motivated. We conclude by pointing out that it is necessary to include this type of initiative in university education and that this methodology can be extrapolated to other subjects and places.