Volume 34(1), 2025

1.

[1]Kidman, G., & Chang, C. H. (2025). Divergent futures –a geography of unequal concerns. International Research in Geographical and Environmental Education, 34(1),1–4.

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[2]Deisenrieder, V., Oberauer, K., Kubisch, S., Parth, S., Stötter, H., & Keller, L. (2025). Emotions affect learning about climate change–a case study of FFF. International Research in Geographical and Environmental Education, 34(1), 5–24.

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3.

[3]Gesthuizen, R., Tan, H., & Kidman, G. (2025). Inspired to build understanding: learning about sustainability and environmental education from within a virtual world. International Research in Geographical and Environmental Education, 34(1), 25–42.

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4.

[4]Palsdottir, A. (2025). Activating teenagers’learning in geography using virtual reality: student enquiry of local school environment in Iceland. International Research in Geographical and Environmental Education, 34(1), 43–59.

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5.

[5]Prosser, G., Rojas-Andrade, R., Aranguren, S., Caro Zúñiga, C., Schröder Navarro, E., & Romo-Medina, I. (2025). Compost for your seeds: implementation strategies for environmental education in Chile from the ERIC taxonomy. International Research in Geographical and Environmental Education, 34(1), 60–78.

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6.

[6]Lee, S. J., & Kriewaldt, J. (2025). Where powerful knowledge and pedagogical content knowledge intersect: the case of knowledge and beliefs for teaching school geography through inquiry. International Research in Geographical and Environmental Education, 34(1), 79–94.

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Volume 34(2), 2025

7.

[7]Chang, C. H., & Kidman, G. (2025). Interdisciplinary learning and pedagogical content knowledge in sustainability education – implications for STEAM education. International Research in Geographical and Environmental Education, 34(2), 95–99.

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8.

[8]Gopinath, S., & Kumar, A. (2025). The effect of an environmental education program based on empathy and reflective thinking on preadolescents’ environmental values and knowledge. International Research in Geographical and Environmental Education, 34(2), 100–119.

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9.

[9]García-Vinuesa, A., Gutiérrez-Pérez, J., Meira-Cartea, P. Á., & Caride-Gómez, J. A. (2025). Developing and validating an assessment tool to measure climate change knowledge among middle school students: preliminary findings in a Spanish context. International Research in Geographical and Environmental Education, 34(2), 120–138.

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10

[10]Svobodová, H., & Trahorsch, P. (2025). Assessment in geography through geography Olympiads: comparison of results of the Czech National and International Geography Olympiads from 2015 to 2022. International Research in Geographical and Environmental Education, 34(2), 139–155.

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11.

[11]Awayehu Gugssa, M. (2025). Barriers to environmental education in Ethiopia: do they differ from a global analysis? International Research in Geographical and Environmental Education, 34(2), 156–173.

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12.

[12]Rohit Prasad, R., & Hassan, M. K. (2025). Do they like geography? A study of Fijian high school students’ attitudes towards geography. International Research in Geographical and Environmental Education, 34(2), 174–195.

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13.

[13]Kováčová, L., Held, Ľ., & Kotuľáková, K. (2025). The influence of inductive activities on pupils’ conceptualization and attitudes to the greenhouse effect and climate change. International Research in Geographical and Environmental Education, 34(2), 196–213.

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Volume 34(3), 2025

14.

[14]Kidman, G., & Chang, C. H. (2025). Planetary pedagogies: reimagining geography and environmental education in the anthropocene. International Research in Geographical and Environmental Education, 34(3), 215–219.

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15.

[15]Krause, U., Rawlings Smith, E., Flajšhans Nedbalova, R., He, X., He, Y., Ito, N., … Béneker, T. (2025). The barriers and enablers of curriculum thinking and teacher agency in geography education: a multinational study. International Research in Geographical and Environmental Education, 34(3), 220–236.

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16.

[16]Lee, J., Cimová, T., Foster, E. J., France, D., Krajňáková, L., Moorman, L., … Zhang, J. (2025). Transforming geography education: the role of generative AI in curriculum, pedagogy, assessment, and fieldwork. International Research in Geographical and Environmental Education, 34(3), 237–253.

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17.

[17]Wilmot, D., Bednarz, S. W., Fatima, M., Garcia de la Vega, A., Grob, R., Mäsgen, J., & Wilson, S. (2025). Transformative learning in geography education: international perspectives and practices. International Research in Geographical and Environmental Education, 34(3), 254–273.

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18.

[18]Kriewaldt, J., Hay, I., Rady, D., Schoeman, T., Ai, X., Sun, H., … Kallo, A. (2025). “Resilient individuals; resilient societies”: the role of geographical education in their development. International Research in Geographical and Environmental Education, 34(3), 274–293.

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19.

[19]Bendl, T., Storrøsæter, H., Madsen, L. M., Trokšiar, D., de la Martinière, R., Liu, S., … Kidman, G. (2025). An international perspective on geography curricula: paving a way forward for geographical thinking. International Research in Geographical and Environmental Education, 34(3), 294–317.

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Volume 34(4), 2025

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[20]Hanus, M., & Lee, J. (2025). Rethinking praxis for a world of difference in geography education. International Research in Geographical and Environmental Education, 34(4), 319–325.

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21.

[21]Bendl, T., Krajňáková, L., Marada, M., & Řezníčková, D. (2025). Geographical thinking in geography education: a systematic review. International Research in Geographical and Environmental Education, 34(4), 326–352.

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22.

[22]Heidari, N., Schwippert, K., & Sprenger, S. (2025). Thinking. Speaking. Producing. Maps: linking cartographic concepts and cartography-specific language use. International Research in Geographical and Environmental Education, 34(4), 353–375.

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23.

[23]Tang, K. (2025). Assessing conceptions of climate change: an exploratory study among Japanese early adolescents. International Research in Geographical and Environmental Education, 34(4), 376–395.

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24.

[24]Spurná, M., & Knecht, P. (2025). Discovering and exploring conceptions of geography teaching: a teacher education starter pack. International Research in Geographical and Environmental Education, 34(4), 396–411.

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25.

[25]Cheema, J. R., & Hiller, S. E. (2025). The interrelationship between global mindedness and global awareness in explaining variability in global self-efficacy: a cross-country comparison. International Research in Geographical and Environmental Education, 34(4), 412–427.

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26.

[26]Shakhislam, L., Yerlan, I., Duman, A., Ussenov, N., Zhu, K., & Dávid, L. D. (2025). Opportunities and challenges of using geospatial technologies in teaching school geography in Kazakhstan. International Research in Geographical and Environmental Education, 34(4), 428–446.

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27.

[27]Cappellaro, E. (2025). Developing complex thinking through a systemic framework for water education: a case study on the domestic water cycle in French curricula. International Research in Geographical and Environmental Education, 34(4), 447–466.

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28.

[28]Park, S., & Seo, E. (2025). The effect of future time perspective on behavioral intention to address climate change. International Research in Geographical and Environmental Education, 34(4), 467–483.

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29.

[29]Cuesta, L., López-Fernández, C., Paños, E., & Ruiz-Gallardo, J. R. (2025). Teachers’attitudes towards SDG-12: responsible consumption and production. Development and validation of a measurement scale. International Research in Geographical and Environmental Education, 34(4), 484–506.

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