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Geocapabilities developed during team project-based fieldwork add value to Tourism Geography service modules in professional Tourism and Hospitality Management curricula. This article is based on a case-study in Turkish Higher Education. Here, variations on the Prisoner's Dilemma were used to confront learners with some 'wicked problems' they may face in their professional careers. Comments on their decision processes are compared with those in individual reflective essays. Responses to the Prisoner's Dilemma exercises demonstrate optimism and idealism toward: team cooperation, prioritising sustainability, and investing in people. Reflective essay comments were less optimistic and more coloured by personal experience. Evaluation returns suggest most found these decision-making games helpful in clarifying personal priorities, concerns and values. This heightened self-awareness may be key to helping them to tackle the wicked problems they will face in their future careers.

Nature-based solutions (NBS), in the form of active ecosystem conservation, restoration and improved land management, represent a pathway to accelerate net-zero emissions (NZE) strategies and support biodiversity. Meaningful implementation and successful accounting depend on the ability to differentiate between anthropogenic and natural carbon fluxes on land. The United Nations Framework Convention on Climate Change (UNFCCC) land carbon accounting methods currently incorporate all CO2 fluxes on managed land in country inventories without distinguishing between anthropogenic and natural components. Meanwhile, natural land carbon sinks are modelled by earth system models but are mostly reported at global level. Here we present a simple yet novel methodology to estimate the present and future progression of natural land sinks at the country and regional level. Forests dominate the uptake of CO2 on land and as such, our analysis is based on allocating global projections of the natural land carbon flux to individual countries using a compilation of forest land areas for a historic and scenario range spanning 1960-2100. Specifically, we use MIT's carbon cycle model simulations that are set in the context of emissions pathways from the Shell Energy Security Scenarios (2023). Our natural land carbon flux estimates for individual countries and regions such as the European Union (EU) show generally good agreement with independent estimates from recent land-use harmonisation studies for 2000-2020. Hence, our approach may also provide a simple, first-order exploration of future natural land fluxes at country level--a potential that other studies do not yet offer. In turn, this enables better understanding of the anthropogenic and natural components contributing to country NZE targets under different scenarios. Nevertheless, our findings also suggest that models such as the Shell World Energy Model (WEM) would benefit from further improvements in the apportionment of land carbon sources and sinks to evaluate detailed actions to meet country targets. More importantly, uncertainties remain regarding the resilience of land ecosystems and their capacity to store increasing amounts of carbon under progressive global warming. Therefore, we recommend that the carbon cycle modelling and energy modelling research communities continue to collaborate to develop a next generation of relevant data products to distinguish anthropogenic from natural impacts at local, regional and national levels. [ABSTRACT FROM AUTHOR]

Learning invitations are strategies that encourage learners to engage with education. Learning invitations take many different forms but the aim is to create these invitations intentionally and systematically. This might be easier if there were some guidance to different styles of learning invitations. The Dharmic typology proposed builds upon ideas from Sa?khya--Yoga, particularly the notion of the three qualities of life (Trigu?a), which together are thought to construct everything much as pixels of three primary (RGB) colors create every photograph. Sattva is light, peace, harmony; it evokes a reflective, ethical, and holistic approach and learning invitations based on emulation and spiritual self-realization. Tamas is heavy, veiled and obstructive; it evokes feelings of inertia, lethargy and fearfulness and learning invitations based on disgust, repulsion and the wish for reform. Sattva and Tamas are static but the third quality, Rajas, burns with the fire of action. Rajas is desire, movement, change and energy; it evokes personal passions, material desires, emotion, excitement, ambition, anger and greed and its learning invitations invite change, often using personal gain as their lure. Three Rajasic invitational styles are discussed; those where action (Rajas) itself is the goal, where goodness (Sattva) is the goal, and where the domination of others is the goal (Tamas).

Teaching learners with different disciplinary backgrounds, aptitudes, worldviews and cultures is an abiding problem in Higher Education. Special measures are needed to ensure that course design, teaching methods and, especially, assessment does not exclude, alienate or disinvite learners simply because they have different capabilities and ways of understanding. Most of these measures involve the radical diversification of assessment and teaching methods and, designing curricula that allow learners to reach different conclusions and learning outcomes without penalization. This paper evaluates and commends the use of Spiral Dynamics' layered system of alternative worldviews as a means of developing learner skills in critical analysis and building deeper understanding of diversity. Using Spiral Dynamics-based pluralism to guide course design fosters greater inclusion and achievement.

Efforts to estimate the physical and economic impacts of future climate change face substantial challenges. To enrich the currently popular approaches to impact analysis-which involve evaluation of a damage function or multi-model comparisons based on a limited number of standardized scenarios-we propose integrating a geospatially resolved physical representation of impacts into a coupled human-Earth system modeling framework. Large internationally coordinated exercises cannot easily respond to new policy targets and the implementation of standard scenarios across models, institutions and research communities can yield inconsistent estimates. Here, we argue for a shift toward the use of a self-consistent integrated modeling framework to assess climate impacts, and discuss ways the integrated assessment modeling community can move in this direction. We then demonstrate the capabilities of such a modeling framework by conducting a multi-sectoral assessment of climate impacts under a range of consistent and integrated economic and climate scenarios that are responsive to new policies and business expectations.

Efforts to estimate the physical and economic impacts of future climate change face substantial challenges. To enrich the currently popular approaches to impact analysis-which involve evaluation of a damage function or multi-model comparisons based on a limited number of standardized scenarios-we propose integrating a geospatially resolved physical representation of impacts into a coupled human-Earth system modeling framework. Large internationally coordinated exercises cannot easily respond to new policy targets and the implementation of standard scenarios across models, institutions and research communities can yield inconsistent estimates. Here, we argue for a shift toward the use of a self-consistent integrated modeling framework to assess climate impacts, and discuss ways the integrated assessment modeling community can move in this direction. We then demonstrate the capabilities of such a modeling framework by conducting a multi-sectoral assessment of climate impacts under a range of consistent and integrated economic and climate scenarios that are responsive to new policies and business expectations.

Fieldwork is the most powerful learning invitation in the toolkit of Geographical Education. This review of papers in "The Journal of Geography in Higher Education" (JGHE) suggests seven modes in the development of fieldwork. These are arrayed as a kind of historical, perhaps evolutionary, sequence but most remain current in Geography fieldwork practice. At the far end (1960s) of the sequence are didactic modes that are teacher centred and use the field as an adjunct to the classroom, in the middle (1990s) are modes that involve active learning and focus on the development of students as investigators and at the near end (2010s) are those that centred on the field study area and its qualities, that involve concern about the ethics of student engagement and that employ blended learning technologies. The review charts the JGHE's gradual shift away from its original, almost exclusively, UK-focus toward something rather more international and inclusive. Fieldwork is where Geographers learn "from doing" Geography to "do" Geography. Its special attributes include providing experiential, sometimes transformative, learning through the immersion of the learner in the field experience. In 40 years, JGHE has helped Geography Fieldwork move from the margins of the curriculum to its current place at its core.

A geographical education offers more than skills, subject knowledge and generic attributes. It also develops a set of discipline-specific capabilities that contribute to a graduate's future learning and experience, granting them special ways of thinking for lifelong development and for contributing to the welfare of themselves, their community and their world. This paper considers the broader purposes and values of disciplinary teaching in contributing to individual human development. Set in the context of recent debates concerning the role of the university and the neo-liberalisation of higher education this paper explores approaches to developing the geography curriculum in ways that re-assert the educational value of geographical thinking for students. Using international examples of teaching and learning practice in geography, we recognise five geocapabilities: use of the geographical imagination; ethical subject-hood with respect to the impacts of geographical processes; integrative thinking about society-environment relationships; spatial thinking; and the structured exploration of places. A capabilities approach offers a productive and resilient response to the threats of pedagogic frailty and increasingly generic learning in higher education. Finally, a framework to stimulate dialogue about curriculum development and the role of geocapabilities in the higher education curriculum is suggested.

Making educational places more inviting to learners is a key aspect of Invitational Theory. This paper introduces a simple technique for sensitizing learners and instructors to how their environment affects their feelings and ability to learn. It describes a learning exercise that may be used to assess, evaluate and transform places, to promote either calm reflection or creative energy as well as some experience based on three years of application in a college-level Geography course. The approach, founded in the Samkhya-Yoga conception of the three modes of material nature, asks learners to detect the roles of Sattva (peace, harmony, tranquility, awareness), Rajas (energy, action, creativity, destructiveness) and Tamas (inert, veiled, ignorance) working together in their habitat and to think about how this balance may be adjusted to positive effect. Learners found the approach novel but many welcomed this new way of envisioning their world. (Contains 3 tables.)

Sri Dattatreya, who Lord Krishna quotes in "The Uddhava Gita", has been evoked as a guru for environmental education. Sri Dattatreya gained enlightenment by observing the world, which provided Him with 24 instructors. These taught Him the futility of mundane attachments, the benefits of contemplation and forebearance, and a path towards the spiritual self-realization of the Supreme. Sri Dattatreya, an incarnation of Lord Vishnu, features in several Puranas where His teachings involve direct challenges to the pretensions and prejudices of the learner. His core message is "never judge by surface appearances but always seek a deeper Truth": the Earth is sacred, an aspect of God, and a puzzle that challenges the spiritual self to awaken to its true nature. (Contains 1 table.)

Deep ecology arises from the personal intuition that one's self is part of the world's environmental wholeness. This awareness may be constructed upon scientific foundations but it is more commonly thought a spiritual concept. Deep ecology pedagogy emerges from its three-step process of ecological Self-realization. This paper traces the roots of the ecological Self through the work of deep ecology's founder, Arne Naess, and his studies of Gandhian philosophy to its foundations in Gandhi's Vaisnava religion. These foundations include the Vaisnava goal of Self-realization, and the scriptural three steps of Lord Vishnu and His Vamana avatar. Vaisnava ethics such as humility, non-harming, non-possession, simple living, and devotional service helped inspire the Gandhian political economy of permanence called "sarvodaya," which still influences thinking in the environment and peace movements.

Education for Global Citizenship is about living as though the future mattered. This evaluates learner reactions to a tree-planting exercise that invites reflection upon hopes for the world, personal responsibilities and acting locally while thinking globally. Participant hopes concerned: environmental sustainability, peace on earth, then the welfare of future generations and personal wellbeing. Global citizenship concerns included sustainability, social justice, interdependencies and personal responsibilities. Some participants envisaged exercise outcomes to be mainly practical, others personal, such as reflection on lifestyle choices. Off-campus sessions generated higher grades, more concern for giving back to/defining a role in nature and volunteering.

Causal layered analysis (CLA) is a technique that enables deeper critical inquiry through a structured exploration of four layers of causation. CLA's layers reach down from the surface litany of media understanding, through the layer of systemic causes identified by conventional research, to underpinning worldviews, ideologies and philosophies, and deep subconscious drivers that manifest in myth and metaphor. CLA applies equally to geographical research's socioculturally constructed situations and to the exploration of individual meta-cognition and motivation through pedagogic research. Outcomes, explored through reflective journals and term papers, suggest that CLA helps more, especially middle achievement, learners discover deeper structures within their studies.