Biophysical restoration or rehabilitation measures of land have demonstrated to be effective in many scientific projects and small-scale environmental experiments. However circumstances such as poverty, weak policies, or inefficient scientific knowledge transmission can hinder the effective upscaling of land restoration and the long term maintenance of proven sustainable use of soil and water. This may be especially worrisome in lands with harsh environmental conditions. This review covers recent efforts in landscape restoration and rehabilitation with a functional perspective aiming to simultaneously achieve ecosystem sustainability, economic efficiency, and social wellbeing. Water management and rehabilitation of ecosystem services in croplands, rangelands, forests, and coastlands are reviewed. The joint analysis of such diverse ecosystems provides a wide perspective to determine: (i) multifaceted impacts on biophysical and socio-economic factors; and (ii) elements influencing effective upscaling of sustainable land management practices. One conclusion can be highlighted: voluntary adoption is based on different pillars, i.e. external material and economic support, and spread of success information at the local scale to demonstrate the multidimensional benefits of sustainable land management. For the successful upscaling of land management, more attention must be paid to the social system from the first involvement stage, up to the long term maintenance.

Geoscience courses, such as geology and geomorphology, require not only classroom lessons and laboratory exercises, but field trips as well. However, the COVID-19 restrictions did not allow the execution of most planned field trips, and an alternative needed to be developed. The use of virtual field trips is one such alternative. Through this research, we evaluate the usefulness of virtual field trips as tools for preparatory activities before an actual field trip takes place in the same area, and their contribution in providing a better understanding of geomorphological processes and landscape evolution. We performed a virtual navigation on the island of Naxos, Cyclades (Aegean Sea, Greece) for a series of virtual field trips, which took place during webinars in the framework of Erasmus+ CIVIS. The virtual field trip was also presented to the third-year students of the Faculty of Geology and Geoenvironment, National and Kapodistrian University of Athens, in the framework of the obligatory course of Geomorphology. Upon completion, all participating students were asked to fill in a questionnaire in order to evaluate the contribution of virtual field trips to their education regarding geomorphology and state their opinion as to whether they can supplement and/or substitute actual field trips. According to the results, virtual field trips can aid, but not substitute, the actual field trip. Most students mentioned that they would attend another virtual field trip in the future, both as an alternative to classroom lessons and as a means of preparation for an actual field trip, but not in order replace the actual one. Virtual field trips can significantly support the realization of actual ones, by introducing the necessary tectonic, geological and geomorphological background of a particular study area and offering more time for practical activities or field methodologies during the actual field trip.

The wildfires of summer 2021 in Greece were among the most severe forest fire events that have occurred in the country over the past decade. The conflagration period lasted for 20 days (i.e., from 27 July to 16 August 2021) and resulted in the devastation of an area of more than 3600 Km². Forest fire events of similar severity also struck other Mediterranean countries during this period. Apart from their direct impacts, forest fires also render an area more susceptible to runoff erosion by massively removing its vegetation, among other factors. It is clear that immediately after a forest fire, most areas are much more susceptible to erosion. In this paper, we evaluate the erosion hazard of Attica, Northern Euboea, and the Peloponnese that were devastated by forest fires during the summer of 2021 in Greece, in comparison with their geological and geomorphological structures, as well as land cover and management. Given that a very significant part of these areas were burnt during the major conflagrations of this summer, erosion risk, as well as flood risk, are expected to be very high, especially for the coming autumn and winter. For the evaluation of erosion risk, the burnt areas were mapped, and the final erosion-risk maps were constructed through GIS software. The final maps suggest that most of the burnt areas are highly susceptible to future surface runoff erosion events.

On 30th October 2020, the eastern Aegean Sea was shaken by a Mw = 7.0 earthquake. The epicenter was located near the northern coasts of Samos island. This tectonic event produced an uplift of the whole island as well as several cases of infrastructure damage, while a small tsunami followed the mainshock. Underwater and coastal geological, geomorphological, biological observations and measurements were performed at the entire coast revealing a complex character for the uplift. At the northwestern part of the island, maximum vertical displacements of +35 ± 5 cm were recorded at the northwestern tip, at Agios Isidoros. Conversely, the southeastern part was known for its subsidence through submerged archaeological remains and former sea level standstills. The 2020 underwater survey unveiled uplifted but still drowned sea level indicators. The vertical displacement at the south and southeastern part ranges between +23 ± 5 and +8 ± 5 cm suggesting a gradual fading of the uplift towards the east. The crucial value of tidal notches, as markers of co-seismic events, was validated from the outcome of this study. The co-seismic response of Samos coastal zone to the 30th October earthquake provides a basis for understanding the complex tectonics of this area.

Field trips are an essential part for geoscience students, as the field is intrinsic for understanding what they are taught in the classroom. Yet, distance learning has never been more necessary than today. Despite their significance in the students' education, field trips cannot be performed under the present conditions with the COVID-19 pandemic. Educators are called to find, use and evolve various tools in order to offer students quality education, with an effort to eliminate the drawbacks of the lack of physical contact and “live” field work. Virtual field trips are one such tool through which one can virtually see any place on the globe by means of a computer, tablet, or even mobile phone, without physically visiting it. In this paper, we present the results of a virtual field trip developed for students following the Geomorphology course of the Faculty of Geology and Geoenvironment, National and Kapodistrian University of Athens; it can, however, be used from other universities with similar courses not only in Greece but also in other countries as well. The purpose of this study is the evaluation of virtual field trips, both as an alternative to and/or substitute for in situ field work and as a means of preparation for live field trips, by taking into consideration the students' views through an anonymous questionnaire. Our findings suggest that virtual field trips are useful for geoscience students, and they provide a good alternative during restriction periods, and although they can under no circumstances substitute real field trips, they can be a valuable additional tool when preparing for a live field trip.