The need for transformative geographical education is often justified by the general crisis nature of current processes. (cf. e.g. Nöthen/Schreiber 2023) In relation to the educational context, this implies a double crisis structure. On the one hand, this specifically concerns the education system and therefore also the subject of geography. On the other hand, the statement generally refers to the numerous crises with which late modern society is confronted, which is expressed not least in an acute crisis of meaning (cf. Schauer 2023). After the end of the grand narratives (Lyotard) and against the backdrop of an increasing questioning of modern narratives of progress and development (cf. e.g. Jaeggi 2023), education as a process for the empowerment of reflective shaping of the future must offer possibilities for dealing with the crisis narratives themselves. Crisis therefore not only functions here as a justification for the necessity of transformative education, but also as a central field of application for didactics based on this. It is argued that, although crisis knowledge is stressful, dealing with dystopian narratives (catastrophic crisis narratives) can also be implemented profitably independently of the decidedly problem-solving focus (e.g. Hoffmann 2021).

Consequently, this contribution asks how dystopian narratives (catastrophic crisis narratives) can be dealt with in terms of transformative geographical education. To this end, the concept of transformativity and the ‘guiding ideas’ of Nöthen and Schreiber (2023, 1) are used to discuss transformative education as a process of shaping the world in a way that is open to the future. Shaping the world, because transformation should be a conscious, meaningful process and not an arbitrary change. Future-oriented, as transformation is only legitimised in an educational context if it relates to the (increasingly threatened) future and includes a vision of it. Open, as transformative, unlike development, does not imply a normative narrative with clear guidelines for shaping the world, but instead means empowering people to shape their own narrative.

It is argued that world shaping, future-orientation and openness of this process each take place on three levels: 1) learning as transformation (subject level), 2) transformation of learning (system level), 3) transformation of the world (societal level). Following the conceptual-theoretical foundation outlined here, the aim is therefore to show the respective consequences of the levels presented for dealing with crisis narratives, so that these are not only experienced as oppressive challenges, but also act as an impetus for a narrative transformation with regard to a democratic and emancipatory, conscious shaping of the world. What this means in concrete terms is illustrated using a film example.

The current global landscape, marked by crises such as climate change, populism, and social inequalities, presents significant challenges for education. Geography education, with its inherent focus on the interconnections between society, economy, politics, and the environment, is uniquely positioned to address these issues. However, beyond content, teaching methods must also evolve to meet the needs of today’s students.

In response to this, the approach of Transformative (Geographic) Education has recently been increasingly discussed in geography didactics. However, the methodological and didactic recommendations presented in most of the publications associated with this approach often conflict with the structural and institutional logics inherent to the (German) school system. I argue that a fundamental reorientation of the structural and organizational framework of schooling is necessary to enable a more transformative (geographic) education in the first place. Accordingly, the focus of my research project is on the systemic and structural conditions necessary for this.

Considering its overarching goals and principles, as well as the structural framework within which the Dutch alternative educational approach Developmental Education (Ontwikkelingsgericht Onderwijs, ‘OGO’) (e. g. van Oers 2012) operates—and drawing on the argument that alternative educational approaches "can serve as meaningful models for the renewal of mainstream education across the globe" (Sliwka 2008: 108)— I propose that ‘OGO’ can provide valuable insights when it comes to define a framework in which Transformative (Geographic) Education might become possible. Using ethnographic methods, I therefore intended to explore the actual potential of ‘OGO’ in relation to my aforementioned research interest in a school in the Netherlands. In doing so, I explored key characteristics, implicit logics and success factors of ‘OGO’ that cannot be derived from its theoretical study alone.

By presenting first findings, my presentation will contribute to the discourse on integrating Transformative (Geographic) Education into practice. Through illustrative examples, I will discuss in how far ‘OGO’ can help defining structural, pedagogical and didactical adjustments necessary to support an education that not only addresses both the intellectual and emotional needs of students, but also fosters the development of critical thinking and agency, as well as resilience—required skills to navigate and actively engage in this increasingly complex world.

• Van Oers, B. (Ed.) (2012): Developmental Education for Young Children. Concept, Practice and Implementation. (Springer) Dordrecht.
• Sliwka, A. (2008): The contribution of alternative education. In: OECD – centre for Educational Research and Innovation: Innovating to learn – learning to innovate. (OECD) Paris.

Our prior collaboration, which integrated history and geography education through primary sources and combined teaching and research, highlighted shared value-based issues, which we see as a foundation for cooperative teaching. The lecturers assumed that students were interested in clarifying these issues. Developing teaching methods for students from diverse countries, religions, and backgrounds laid the foundation for joint learning, facilitated discussions, and encouraged the study of various humanitarian issues in the past and present. This collaborative approach improves students' learning experience by enabling them to engage with peers from diverse backgrounds.

The teaching objectives were to expose the students to moral value issues during the past, mainly Shoa education, and to make them investigate worldwide moral value issues today. A key focus was exploring avenues for personal involvement in humanitarian aid. This research asks how students from different backgrounds, religions, etc., approach ethical issues and what are the influencing factors that determine this?

Humanitarian emergencies arise from natural disasters, such as earthquakes or floods, or man-made causes including wars and human rights violations. Humanitarian aid is provided by groups, individuals, organizations (UN or USAID, for example), or nations. Significant differences exist in the type and scope of humanitarian aid provided to affected populations, often due to geopolitical factors: for example, action can be localized, or global aid, addressing health, economic, or other needs, and help is possible in a small geographic area or a large area. Assistance can range from immediate relief to long-term support.

Teaching methods combine online and distance learning tools, including films, Online resources, and Zoom. These tools supported Problem-Based Learning and discussions of ethical dilemmas. Learning in small, mixed-group work allows the students to get to know each other and build connections across cultural boundaries. Peer teaching is a fundamental issue of this study and will be discussed in this presentation.

Students' opinions, perceptions, and attitudes were examined at various stages of the process, and they will serve as a basis for comparative research. The students and lecturers from three continents consider this course a unique opportunity to engage in fascinating, valuable, and meaningful topics.

Transformative education, as a pedagogical approach, aims to empower learners to critically engage with complex global challenges, such as climate change, migration, and sustainability, by fostering systemic understanding and civic responsibility. Within this context, geography provides a unique platform to implement transformative education due to its focus on the interconnections between society, economy, politics, and the environment. This paper explores how transformative education principles can be operationalized in geography teaching by examining the cognitive processes involved in solving complex geographical tasks.

The study focused on transformative learning - the process by which students change their perspectives and develop new ways of understanding the world - and analysed the problem-solving strategies of 14 gifted high school students (aged 16-19) identified as gifted in geography in the national round of the Geography Olympiad. Using eye-tracking technology (Tobii Glasses 2), participants' visual attention was measured while solving model problems from the International Geography Olympiad (iGeo). These tasks required the integration of spatial and thematic data from maps, diagrams and textual descriptions in English. Supplementary qualitative data from post-task interviews were used to contextualize the findings from eye-tracking.

The analysis revealed that linguistic complexity in task instructions and an overemphasis on fact-based content posed significant obstacles to transformative learning. Students exhibited prolonged fixations on textual elements, suggesting cognitive overload, which hindered their ability to engage in higher-order reasoning. Tasks emphasizing open-ended inquiry and problem-solving, however, demonstrated potential for fostering transformative learning, as they encouraged students to synthesize information and critically evaluate global interdependencies.

This study argues for the integration of transformative education principles into geography curricula by prioritizing task designs that support transformative learning processes. Recommendations include incorporating problem-based questions, fostering critical reasoning, and providing linguistic scaffolding to reduce cognitive barriers. By aligning educational practices with transformative education, geography teaching can better equip students to critically engage with and address the complexities of an interconnected world.