Transformation of the recreational landscapes’ educational construct in the context of recovery Ukraine’s territory and the revival of tourism
Abstract
The purpose of the article is to justify the transformation of educational construct the recreational landscape in the context of land restoration and to develop a model for its use in geography education.
Main content. A recreational landscape is a type of natural-anthropogenic landscape characterised by recreational properties, the capacity to provide cultural ecosystem services and the recreational potential of the area; that was formed by processes of landscape self-organisation and anthropogenic transformation. It has been determined that the current transformative processes caused by military operations are changing the structure, functions and accessibility of recreational landscapes, giving rise to new types of areas – disturbed, transformed and restricted-access. The necessity of transitioning from the traditional descriptive and classificatory approach towards a learning model focused on working with dynamic spatial systems and decision-making under conditions of uncertainty has been proved. It has been established that the recreational landscape, as an educational construct, fosters the development of students’ spatial, systems-based and design thinking, as well as their ability to analyse transformed areas and to model scenarios for restoration the territories and the revival of tourism. An important role is assigned to GIS, remote sensing, digital terrain models, virtual tours, digital twins and virtual reality tools. A conceptual model is proposed for the transformation of recreational landscapes` educational construct, encompassing the stages of perception, structural and functional analysis, evaluation and the design of approaches to the real or virtual restoration of areas. Experience of implementing a transformed educational framework in teaching of disciplines ‘Recreational Geography’ and ‘Organisation of Tourism and Local History Activities’ has demonstrated an increase in the practical focus of teaching and the enhancement of competencies related to modelling the spatial development of territories.
Conclusions. The proposed approach facilitates the integration of knowledge with practices in spatial analysis, digital modelling, and the design of land restoration scenarios. Further research should focus on developing a GIS database of transformed and lost recreational landscapes, refining digital visualisation methods, and incorporating virtual and augmented reality technologies.
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