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School networks and educational landscapes have become established strategies for promoting innovations. Collaboration with extracurricular institutions expands the range of educational opportunities. This article examines how different forms of cooperation relate to benefits for professionals and students within the context of educational landscapes. Using latent change score models, we analyze the relationship between changes cooperation forms and associated outcomes over the course of a project. Data ([Formula: see text]) were collected at two time points for each cohort between 2014 and 2019 across 17 educational landscapes in Switzerland. Results indicate that co-construction is positively associated with emotional relief for professionals, as well as with improved focus on students reflecting an enhanced ability to address diverse learning needs. No positive associations were found between any form of cooperation and either workload reduction or professionalization. Nevertheless, educational landscapes may improve mutual understanding and foster a shared educational perspective, underscoring the importance of sufficient time for negotiation processes among actors from diverse professional backgrounds in building effective and sustainable cooperation.

Transmission of information has benefitted from a breathtaking level of innovation and change over the past 20 years; however, instructional methods within colleges and universities have been slow to change. In the article, we present a novel framework to structure conversations that encourage innovation, change, and improvement in our system of higher education, in general, and our system of biology education, specifically. In particular, we propose that a conceptual model based on evolutionary landscapes in which fitness is replaced by educational effectiveness would encourage educational improvement by helping to visualize the multidimensional nature of education and learning, acknowledge the complexity and dynamism of the educational landscape, encourage collaboration, and stimulate experimental thinking about how new approaches and methodology could take various fields associated with learning, to more universal fitness optima. The framework also would encourage development and implementation of new techniques and persistence through less efficient or effective valleys of death.

This article reflects on the concepts of “educational landscapes” and “socio-spatial educational environments” and how they can in-form the practice of architecture and urban planning for the promo-tion of a sustainable and balanced urban development. Following a brief conceptual discussion and presentation of case studies in Germany and Peru, it is recognized that space is an educational cat-egory inasmuch as education is a spatial category. In broad terms, the article concludes that, while progress has been made in the promotion and achievement of educational landscapes and socio-spatial educational environments, significant challenges remain to integrate them more decisively and substantively as valuable re-sources into architecture and urban planning practice and there-with to urban development processes.

A nation's education system plays a key role in future economic competitiveness. Political attention to education has fuelled geographical interest in the role of formal education and informal learning environments in the cultivation of future citizen-workers. To date, formal and informal learning have largely been considered separately, but this paper responds by critically evaluating the intersections between the two spheres. This agenda is pursued through in-depth analysis of two state-funded, mainstream primary schools in the Midlands, UK, which adopt a Forest School programme. Qualitative in nature, the research involved 37 semistructured interviews with teachers and children in the Reception class and Year 4 (ages four to five, and eight to nine, respectively). The findings demonstrate that children understand classroom learning to contribute to their future pathways in a credentialised labour market, yet some struggle to frame Forest School activities as educational. Although presented as an antidote to the regimen of the school day, Forest School can thus be justified by some participants in relation to curriculum alignment and the future efficacy of the skills and knowledge acquired. In conclusion, this paper contributes to debates on the intersections of formal and informal education to examine how alternative education can function to counteract the institutionalisation of mainstream settings, while paradoxically developing skills in children that are valued by neoliberal states. More broadly, this furthers debates in geographies of education about what constitutes valuable learning in the primary school setting, and draws attention to the ways innovations might further exclude children currently disadvantaged in the education system.

In this editorial introduction, we outline recent debates on geographies of education, specifically on themes of nature, place, and outdoor landscapes. We argue for the need to extend these discussions due to the rising popularity and politicisation of educational encounters in outdoor landscapes, as well as their long-standing relationship to a series of moral geographies. We introduce the main focus of the five papers in this themed collection, and show how together, they add to our understanding of the spatialities and experiences of both formal and informal educational sites, through both historical and contemporary perspectives. We reflect on some of the themes that tie these papers together, the UK-based focus of this collection, and its wider geographical contributions.

Ecopedagogy, or place-based, experiential, and environmental education, has become a critical part of contemporary environmental and geographic learning, in attempts to tackle perceived moral panics around childhood and environmental crisis. Drawing upon research with children taking part in a \"summer club\" in the Brecon Beacons National Park Authority, Wales, this paper critically explores instances of ecopedagogy within the educational landscape of the National Park. We examine the moral geographies of ecopedagogy through our concept of geocoaching, which attempts to explicate the workings of embodied practices, or habits, interwoven with how personal and social memories are brought to bear in outdoor educational activities. We take three examples of geocoaching - a bug hunt; a walk to a standing stone; and an outdoor filming and photography exercise - to explore how past, present, and future selves and fields are co-produced by educators and children. In doing so, this paper questions the straightforward traceability between ecopedagogy, critical ecological consciousness, and future environmental stewardship.

Recent years have seen a continued critical reflection on the \"post\" or \"more-than\" representational landscape as well as a related critique of nature which centres on this concept as a deployment of meanings and their effects. In this paper, I want to explore the possibilities and challenges of widening access to these more entangled and performative understandings of nature and landscape through the example of winter roosting starlings and the spectacle of the starling mumuration. In doing so, the paper also explores the dominant educational constructions of nature as utilised in conservation work and informal educational television, the consideration of the latter taken up through my own work on a forthcoming BBC television series. The focus of this exploration is the RSPB Ham Wall nature reserve on the Somerset Levels, widely regarded as one of the prime locations in Britain for observing murmurations, and where the number of visitors coming ple. While in many ways the reserve maintains conventional roles of warden-led stewardship and observational education of nature \"in its place,\" I also want to suggest that the spectacle of the starling murmuration affords an opportunity to convey humans and non-humans as embedded in a more performative understanding of conservation which challenges the predominant conventions of conservation practice. In this more reflexive educational context, the possibility exists to frame an accessible and illustrative understanding of the geographies of a more entangled human-non-human nature.

This paper explores young people's experiences of outdoor education through bodily encounters with nature and place, and interactions with material objects. Much academic engagement with outdoor education has taken the form of outcome orientated studies, and geographers have yet to truly explore the social and physical spaces of outdoor education. I draw on literature from recent outdoor education research which questions: first, the apparent lack of attention to place-based and embodied ways of knowing in outdoor education; and second an uncritical adoption of technology and materiality in outdoor education practices. The article then engages with geographical work on the body and space, and, using original research conducted with the Outward Bound Trust, considers how embodied experiences in place are foregrounded in young people's accounts of outdoor education. I show how, through their corporeal interactions with place and technology, they enact individual agency through their bodies. Finally the discussion draws attention to some of the structural constraints and power relations that restrict young peoples' bodies in outdoor educational spaces.

This article examines the spaces, materiality, and practices of (in)formal education and citizenship bound up in the educational cultures of the Council for the Preservation of Rural England (CPRE) in 1930s England. Founded in 1926, the CPRE aimed to preserve rural amenities through concerted action, by working through their constituent societies as a centre for furnishing or obtaining advice and information, and importantly, by educating public opinion. While much work has examined inter-war preservationism and the CPRE's focus on planning legislation and design, less attention has been paid to the CPRE's cultures of education for children and young people. Drawing on archival research, this paper considers two educational topics, namely, nature study and school design, and makes three key contributions to the geographies of education. First, that the CPRE mobilised the notion of amenity to provide an experiential and intuitive education in preservationism: amenity was both education and educator. Second, that this education was linked to notions of (future) citizenship, hope, and (future) preservationism, becoming an education that would remain with the child throughout their life. Third, this article explores the CPRE's authority, revealing the ways in which it was often complex and precarious, as well as the ways in which the Council drew on other forms of authoritative identities, spaces, and structures. In so doing, this paper contributes to ongoing academic debates on the complex and fluid boundaries of (in)formal education.

Lokale Bildungslandschaften sind in Deutschland in den letzten Jahren ein viel zitiertes Konzept. In diesem Beitrag behandeln wir die sozialräumliche Bildungslandschaft in Form eines Campus, der die Akteur*innen in Bildung und Stadtplanung an ein spezifisches Leitbild – die Konzentration auf die physische Form und programmatisches Handeln – bindet. Ein Bildungsraum als Campus beinhaltet somit konstitutive Dimensionen von Bildungspraktiken und räumlicher Refiguration von Bildungsbedingungen, die es noch zu entdecken und zu untersuchen gilt. Wir fokussieren die Perspektive von Kindern und Jugendlichen als Hauptzielgruppe dieses Leitbildes sowie die Perspektive der professionellen Akteur*innen. Wir geben daher einen kurzen Überblick über die Charakteristika sozialräumlicher Bildungslandschaften. Zunächst zeichnen wir die planerischen und pädagogischen Prozesse nach, die sich in Bildungsräumen eines Campus in ausgewählten deutschen Kommunen abspielen und vergleichen sie systematisch. Ein Schwerpunkt liegt dabei auf den Aneignungen und Atmosphären von Zugängen und Übergängen sowie auf Nutzungs- und Raumwahrnehmungsmustern. Nach der Analyse der laufenden Entwicklungsprozesse von sozialräumlichen Bildungslandschaften als Campus nehmen wir eine international vergleichende Perspektive ein, um diese zu erforschen.