ARTICLE | doi:10.20944/preprints201806.0414.v1
Subject: Earth Sciences, Geophysics Keywords: Montenegro; cadastre; geography; geodesy; geoinformatics; syllabus for cartography; cartographical heritage
Online: 26 June 2018 (12:07:05 CEST)
This paper deals with an analysis of cartographical studies, the real estate cadastre, and its practical implementation, as well as the introduction of cartography into different education modules in university-level studies in Montenegro. There is a discussion of the development, production, and creativity in the fields of cartography and real estate cadastre over time, cartographical projection, scientific results, and recent changes such as advanced computer- and satellite-based technologies, GIS, cartographical visualization, and digital cartography. The impact of these changes on cartographical studies at the University of Montenegro is considered. Particular attention is given to analyses of cartography and the cadastre in institutions, and their connection with the development of cartography teaching modules of Geography, Geodesy and Geoinformatics at the University of Montenegro. The integrated analysis also covers the results of the questionnaire and the significance of the geo-topographical and cartographical heritage of Montenegro, with the aim of carrying these out. It can be seen that the tasks solved by using maps have tended to become more complex and that the cartographical methods employed in this have been always directed towards Montenegro’s most prominent and most urgent problems, including those that appear in the area of education.
ARTICLE | doi:10.20944/preprints202008.0208.v1
Subject: Social Sciences, Education Studies Keywords: Sustainable Development Goals; 2030 Agenda; digital citizenship; cyberactivism; syllabus-related sustainability; social justice
Online: 8 August 2020 (17:22:26 CEST)
The 2030 Agenda sets out seventeen Sustainable Development Goals (SDGs). The educational goal is to promote the education of citizens on sustainable development, among other things. Educating today's digital citizens on sustainability means training them for justice and social activism, commitment and political engagement. However, research into the subject shows a lack of consistency in the education of university students. This paper presents a study of students of Education, on education on sustainability through the practice of active and critical digital citizenship. A quasi-experimental method was used to learn about the behaviours of digital citizens, and intervention was carried out by means of an SDG-focused workshop and observation of the final level of commitment. The results show a positive level of commitment and digital activism around content related to sustainable development, which can be addressed from the university syllabus in a cross-curricular way.