Teaching world regional geography in Geography degree programs at Spanish universities: A comparative analysis of contents, approaches, and curricular coherence
Abstract
This article presents a comparative analysis of courses dedicated to world regional geography within Geography degree programs at Spanish public universities. Drawing on a systematic review of official course syllabi, the study examines thematic content, conceptual approaches, scales of analysis, learning competencies, teaching methodologies, and the bibliography and resources employed. The aim is to assess the extent to which these courses respond to contemporary territorial challenges and meet the educational demands of a critical and multiscalar regional geography. The findings reveal a strong persistence of structural and descriptive models, often outdated and weakly articulated in terms of objectives, competencies, and pedagogical strategies. However, innovative proposals with emerging geopolitical or critical perspectives are also identified. The study concludes that a reorientation of the current curricular approach is necessary to overcome entrenched academic routines and to advance toward a more coherent, contextualized, and transformative teaching of world regional geography.
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