Akademik Veri Yönetim Sistemi
Geoheritage, cilt.18, sa.2, 2026 (SCI-Expanded, Scopus)
UNESCO Global Geoparks function as outdoor learning environments that integrate science education with natural and cultural heritage. This study comparatively examines the educational strategies of selected geoparks in Türkiye (Kula–Salihli, Ida Madra) and Europe (Lesvos, Burren & Cliffs of Moher) in terms of pedagogical approaches, technology use, and learner roles. Using a qualitative research design based on document analysis, data were analyzed through content analysis with MAXQDA 26 software. The findings reveal both similarities and significant differences between the cases. While all geoparks employ field-based learning as a common strategy, European geoparks are characterized by structured, inquiry-based, and technology-supported educational models that position learners as active participants. In contrast, Turkish geoparks predominantly emphasize guided field experiences, cultural transmission, and tourism-oriented practices, where learners tend to assume more passive roles. These differences reflect broader variations in institutional development, educational traditions, and socio-economic priorities. The results suggest that geopark education in Türkiye can be enhanced through the development of structured learning materials, the integration of inquiry-based approaches, and the use of technology-supported educational tools.