| Title: | Operationalising GreenComp in soil geography through experiential outdoor learning : a qualitative case study in Slovenia |
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| Authors: | ID Vovk, Ana (Author) |
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| Files: |  RAZ_Vovk_Ana_2025.pdf (10,25 MB)
MD5: 9795229ADF6EE5C26C9C53C4ED3316AE
 https://innovativedu.org/dosyalar/file/Current-Issue/INNER-V7-N2-1.pdf
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| Language: | English |
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| Work type: | Scientific work |
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| Typology: | 1.01 - Original Scientific Article |
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| Organization: | FF - Faculty of Arts
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| Abstract: | This study examines how sustainability competence dimensions in soil geography are enacted in an outdoor, experiential learning setting and which learning mechanisms most effectively support that enactment. A qualitative single-case study was conducted at the Educational Polygon for Self Sufficiency Dole (Slovenia) across six facilitated learning sessions (18 hours) with vocational education and training (VET) teachers (N = 30 enrolled; session attendance varied). Data comprised learning materials, structured observation notes, participant reflection artefacts, and pedagogical documentation, and were analyzed through directed thematic analysis using sustainability competence categories (e.g., systems, strategic, normative, and interpersonal competences) and the European Sustainability Competence Framework (GreenComp) as sensitizing concepts. The analysis converged on five recurrent competence dimensions enacted during soil-geography activities: systems thinking about soil–water–biota–land-use feedback, spatial–analytical reasoning grounded in landscape position and soil-profile evidence; normative judgement concerning stewardship and long-term soil protection; strategic, indicator-informed action planning; and interdisciplinary, collaborative competence in group sense-making. These dimensions were most strongly supported when hands-on observation, structured reflection prompts, and collaborative planning tasks were intentionally sequenced. Overall, place-based soil learning can make sustainability competences observable and discussable when pedagogy explicitly connects field evidence to value-laden trade-offs and feasible management decisions. Accordingly, teacher education and curriculum designs should revisit the same sites over time, align reflection prompts and assessment rubrics with domain-specific competence indicators, and use collaborative scenario tasks as capstone assessment moments. |
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| Keywords: | geography of soil, sustainable development, experiental learning, Slovenia |
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| Geographic coverage: | Slovenija; |
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| Publication status: | Published |
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| Publication version: | Version of Record |
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| Article acceptance date: | 05.11.2025 |
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| Publication date: | 31.12.2025 |
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| Place of publishing: | Eskişehir |
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| Publisher: | Eyüp Artvinli |
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| Year of publishing: | 2025 |
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| Number of pages: | str. 107-126 |
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| Numbering: | Letn. 7, št. 2 |
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| PID: | 20.500.12556/DKUM-98606  |
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| UDC: | 631.4:502.131.1 |
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| ISSN on article: | 3023-6126 |
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| COBISS.SI-ID: | 272948483 |
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| Publication date in DKUM: | 23.09.2026 |
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| Views: | 123 |
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| Downloads: | 0 |
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| Metadata: |    |
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| Categories: | Misc.
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