Conflicting interests amongst different stakeholder groups regarding land use challenge the protection of natural values in socio-ecological systems (SES). In this paper we show, based on a case study of Israel’s Makhteshim Country National Park, how mapping the different interests and analyzing the data with a GIS system allows us to locate significant conflict points between groups. Semi-structured interviews were conducted with 60 individuals from three major stakeholder groups in the region: semi-nomadic Bedouins, nature reserve rangers, and tourist operators. The qualitative findings were then mapped by a GIS platform. The mapping indicated that the stakeholder groups’ land-use is distributed in a manner that makes conflict unavoidable, but relatively limited to only certain specific areas. Moreover, in some areas, the three groups share similar or complementary values, reaping mutual benefits from shared use. We conclude that GIS mapping can serve as a powerful tool for conflict management in complex SES.

The concept of distance learning as a means to expand learning options in the south, was the focus of a study conducted in 2018-2019 among school principals, teachers and students. The findings showed little enthusiasm for this solution and even opposition to it. Following the Corona crisis and the constraints of the education system to use distance learning as a primary means of continuing learning, we are currently repeating the data collection as a primary means of continuing learning, we are currently repeating the data collection. Here we present preliminary findings that indicate a change in attitude towards distance learning and even seeing the Corona crisis as an opportunity to improve infrastructure and to deepen teacher and student training in using Information and Communication Technologies.

This article evolved following teaching a course on environmental citizenship through personal action research. The students׳ simplistic observations on social-ecological forces, and their unoriginal solutions to environmental problems, troubled the lecturers, and led them to conduct a self-focused action research study. The study comprised three stages: group mapping at the beginning of the course, mapping individual research fields, and mapping fields prior to action design. Analyzing the maps after each stage enabled the course lecturers to design their actions and support development of complex perceptions of the environment and action. Comparison of the maps indicated evolution from simplistic maps to maps that reflect an understanding of the system׳s complexity. An improvement is evident in identifying the student׳s place as an environmental citizen and action researcher working in an action research field. However, some students found the personal reflection on the action challenging, and personal barriers prevented them from bringing about change.

Purpose Students' simplistic observations and uninspired solutions for social-ecological dilemmas were the motivation for this study. The purpose of this paper is to foster systemic thinking in students and study the role of the lecturers. Design/methodology/approach The research was designed as a self-study action-research (AR), which was carried out by the lecturers of an environmental citizenship course in a teachers' college. The paper describes three AR circuits, expressed in three stages of field mapping by students: group mapping at the beginning of the course, initial individual field mapping and field mapping prior to action design. Findings Analyzing the maps after each stage allowed for design modifications. The findings indicate that field mapping helped students better understand the complexity of a social-ecological system and their role within it. Lecturers were required to maintain a delicate balance between teaching and supporting the students' first-hand experience as environmental citizens. Research limitations/implications The study's conclusions are based on a case study and are therefore presented dialectically rather than as global generalizations. Practical implications Mapping the field of action can serve as a powerful tool in fostering a system approach to environmental citizenship in many educational settings. Originality/value The paper presents the use of Kurt Lewin's field theory for environmental education and for fostering environmental citizenship based on systemic and ecological thinking. The diversity of students' conceptualizations of the complexity of a social-ecological system, as revealed in this study, calls for further research of field-mapping as a teaching method.

The Negev desert features numerous unique geologic phenomena, the most prominent being crater-like valleys which have formed in a complex erosional process. These erosional craters expose a large variety of ancient rocks and geologic phenomena that reveal details of a rich geologic history. The unique conditions within the erosional craters provide shelter for endemic vegetation and animals and have influenced the development of the region’s cultures and human heritage. The well-preserved and thoroughly studied erosional craters of the Negev provide a great example of the geodiversity and geoheritage values encompassed in such rare geologic features. Worldwide acknowledgment of their importance has brought to the acceptance of the Hebrew term for a crater, makhtesh (literally a mortar), as the universal term for erosional craters. In recent years, the increasing importance of geotourism and environmental-education activities to the local communities brought upon a coalition of scientists, tour guides, residents, and stakeholders to support the establishment of a geopark in the Negev Craterland. The work presented here is a synthesis of current knowledge and new advancements in the study of erosional craters and their geoheritage value. In particular, we propose a revised definition of the term “makhtesh” to better represent different types of erosional craters while acknowledging the common features which make these structures so rich in geodiversity. We chose Makhtesh Ramon, the largest crater in the Negev, to demonstrate the great potential geoheritage value of craters worldwide. Finally, we developed a new method to systematically assess and compare the scenic value of the various craters and their morphologic features. We hope that the establishment of a grading scale for the key structural, scenic, and cultural aspects of craters may lay the foundation for future economic, ecologic, and touristic assessments of such unique landscapes and environments.

Context

Place-based transdisciplinary research involves multiple academic disciplines and non-academic actors. Long-Term Socio-Ecological Research (LTSER) platform is one concept with ~ 80 initiatives globally.

Objectives

As an exercise in learning through evaluation we audited (1) the siting, construction and maintenance of individual LTSER platforms, and (2) them as a distributed infrastructure for place-based transdisciplinary research with focus on the European continent.

Methods

First, we defined a normative model for ideal performance at both platform and network levels. Second, four surveys were sent out to the 67 self-reported LTSER platforms officially listed at the end of 2016. Third, with a focus on the network level, we analyzed the spatial distribution of both long-term ecological monitoring sites within LTSER platforms, and LTSER platforms across the European continent. Fourth, narrative biographies of 18 platforms in different stages of development were analyzed.

Results

While the siting of LTSER platforms represented biogeographical regions well, variations in land use history and democratic governance were not well represented. Platform construction was based on 2.1 ecological monitoring sites, with 72% ecosystem and 28% social system research. Maintenance of a platform required three to five staff members, focused mostly on ecosystem research, was based mainly on national funding, and had 1–2 years of future funding secured. Networking with other landscape approach concepts was common.

Conclusions

Individually, and as a network, LTSER platforms have good potential for transdisciplinary knowledge production and learning about sustainability challenges. To improve the range of variation of Pan-European social–ecological systems we encourage interfacing with other landscape approach concepts.

Farming in drylands has always been challenging, however, modern technologies that allow irrigation by using distant water have sparked renewed interest in desert agriculture. Using imported water liberates the modern farmers from one of the major limitations created by this extreme environment, but the high price of the water, along with natural processes such as salinization and soil erosion, can make modern agriculture unprofitable.

In the Negev Highlands desert of the Southern Levant, new agriculture enterprises have recently been established on the same soils that were cultivated for 600–700 years by ancient residents who constantly contended with environmental challenges. Therefore, it makes sense to ask whether the modern farmers can improve their methods using the long-term experience embodied in the remnants of the ancient agricultural systems. Using an interdisciplinary approach combining geomorphology, hydrology, archaeology and sociology, we show that the modern farmers face serious problems of soil erosion, soil salination and high price of water. Surprisingly, rain and floods are considered a negative factor for modern desert agriculture. We conclude that adapting and integrating some of the ancient methods within modern desert agricultural practices may turn the desert precipitation from a burden to a blessing.

With an overarching goal of addressing global and regional sustainability challenges, Long Term Socio-Ecological Research Platforms (LTSER) aim to conduct place-based research, to collect and synthesize both environmental and socio-economic data, and to involve a broader stakeholder pool to set the research agenda. To date there have been few studies examining the output from LTSER platforms. In this study we enquire if the socio-ecological research from 25 self-selected LTSER platforms of the International Long-Term Ecological Research (ILTER) network has produced research products which fulfil the aims and ambitions of the paradigm shift from ecological to socio-ecological research envisaged at the turn of the century. In total we assessed 4983 publically available publications, of which 1112 were deemed relevant to the socio-ecological objectives of the platform. A series of 22 questions were scored for each publication, assessing relevance of responses in terms of the disciplinary focus of research, consideration of human health and well-being, degree of stakeholder engagement, and other relevant variables. The results reflected the diverse origins of the individual platforms and revealed a wide range in foci, temporal periods and quantity of output from participating platforms, supporting the premise that there is a growing trend in socio-ecological research at long-term monitoring platforms. Our review highlights the challenges of realizing the top-down goal to harmonize international network activities and objectives and the need for bottom-up, self-definition for research platforms. This provides support for increasing the consistency of LTSER research while preserving the diversity of regional experiences.

Education for sustainability calls for a change in the frame of reference towards the world and therefore a profound change of the conventional education approach is required. This article presents a process of change in teachers' paradigmatic conception of their role: from knowledge-agents to moderators who encourage learning processes in their classroom, by developing an action research based curriculum. Analyzing teachers' reflection meetings and the transcripts of the lessons, revealed the introspection process teachers went through. It highlights the unique contribution of the participatory action research approach to position the person as an integral part of the social-ecological system; a conception which is a foundation of education for sustainability. It also emphasizes the need to pay more attention to teachers' professional development and the challenges they face when using AR approach to developing social and environmental activism among their students.