Scholarly record
BLENDED LEARNING IN GEOSCIENCES: COMBINING FIELDWORK AND DIGITAL TOOLS
Abstract
Blended learning has become an increasingly important pedagogical approach in GeoScience education, combining traditional field-based learning with digital technologies to enhance student engagement, flexibility, and professional competency development. Geosciences have historically relied on direct field observation, spatial interpretation, and hands-on environmental analysis as core elements of academic training. However, rapid technological advancement, digital transformation, and the growing need for sustainable and resilient educational models have created new opportunities for integrating Geographic Information Systems (GIS), remote sensing, drones, virtual field trips, digital twins, artificial intelligence (AI), and online collaborative platforms into geoscience teaching and learning processes. This study examines blended learning in GeoSciences through the integration of fieldwork and digital tools, focusing on how hybrid educational models improve spatial thinking, analytical skills, interdisciplinary problem-solving, and sustainability competencies among students. The research explores the pedagogical value of combining traditional field excursions with digital mapping, mobile data collection, sensor-based monitoring, drone surveying, 3D visualization, geospatial simulation, and virtual laboratories. Particular attention is given to disciplines such as geography, geology, environmental science, urban planning, hazard management, and climate adaptation, where both physical observation and digital interpretation are essential for effective learning outcomes. Using an interdisciplinary methodological framework that combines systematic literature review, comparative analysis of university curricula, case studies of field-based learning laboratories, and evaluation of digital teaching strategies, the study identifies best practices for curriculum modernization and educational innovation. The analysis also investigates institutional challenges including digital inequality, access to technological infrastructure, teacher preparedness, curriculum redesign, and the balance between experiential and virtual learning environments.
Publication details
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