CLIMATE CHANGE IN SECONDARY SCHOOL CLASSROOMS USING GEOGRAPHIC INFORMATION TECHNOLOGIES AS A LEARNING TOOL

Objective: The main objective of the elaboration of these materials is to verify if their use in the classrooms of Compulsory Secondary Education (ESO) and Baccalaureate facilitates the acquisition of key competences and improves the geographic learning of the students. It seeks to implement a model of competency learning that makes use of Geographic Information Technologies (TIG) to develop spatial analysis and understanding skills in students. Theoretical references: The theoretical framework is based on the recommendations of the Council of the European Union on the use of good practices and digital technologies in education. The concepts of climate change and sustainable development are considered, as well as specific competences related to geographical thinking and the use of TIG. Methodology: Educational materials have been designed and used in classes of 1st and 3rd of ESO, dividing students into subgroups that used and did not use the materials to compare results. Initial, intermediate and final assessments were conducted to measure the evolution of learning. The materials include maps and applications to solve geographical problems and didactic strategies of the bimodal curriculum are used to promote key competences. Results and Conclusion: The use of the materials has significantly improved the students' learning competencies, although the objectives have not been fully achieved. The average acquisition of competences went from 2.79 to 4.36 on a scale from 0 to 10. A noticeable improvement was observed in 10 fields that were previously below 4 points, now at 5 or more. However, students showed more difficulties in areas such as orderly communication and critical evaluation of their approaches and those of their peers.


INTRODUCTION
In the 2023-2024 school year, pupils and teachers in the 1st and 3rd rd ESO years were met with numerous modifications brought about by the Organic Law of Modification of the LOE (LOMLOE), approved in 2020.Among them are those that affect the curricular contents and the methodologies that have to be implemented in the classrooms.One of the basic contents of the subject Geography and History of the third year of Compulsory Secondary Education is the one related to climate change and sustainable development.The law includes, as essential learning, the specific competencies of the area that identify the actions associated with certain capabilities that the student must be able to deploy in learning activities around the basic contents or knowledge.In this communication we present educational resources to work in the classroom on climate change using Geographic Information Technologies (GIT).These resources are presented in two formats: those that explain the essential basic concepts and those that bring together the set of activities that, using the former, seek three types of learning: acquisition of skills (knowing, understanding and analyzing the territory), development of critical thinking, creativity and problem solving and, finally, the deepening of the concepts applied in the tasks developed.
In this communication we present a set of educational materials to be used in the subjects 6 point, it seems convenient to note that the Spanish curriculum refers to "climate change" in different ways, the most frequent being "climate emergency" and "climate crisis", these forms that seem to emphasize the dangerousness of the situation and not the understanding of that situation and the identification of the causes of "climate change".
The publication, in 2014, of the Intergovernmental Panel on Climate Change (IPCC)'s "Fifth Assessment Report," which updated the assessment of observed and projected climate change for foreseeable time periods and scenarios or levels of radiative forcing.This update led to changes in the design of these scenarios and in the time projections for their consequences.
The first modification is that the new scenarios are not proposed as itineraries that lead to certain situations, such as what needs to be done or changed to reach certain levels in climate change.
Representative Concentration Path (CPR) scenarios describe the likely trajectories of radiative forcing levels, but do not start from what will lead to those levels being higher or lower, leaving that "causality" for other types of studies.Thus, scenario 2.6 is that this forcing reduces its rate of growth in the first quarter of the 21st century, stabilizes between 2025 and 2050, starting to decline from mid-century, although without recovering the figures before the year 2000, the thermal anomaly will not exceed 2 °C; 4.5 places that stabilization between 2050 and 2070, increasing the figures (although at a decreasing rate) subsequently, the thermal anomaly will probably exceed 2 °C; 6 begins to reduce the rate of growth of its figures in the last quarter of the 21st century, but continue to grow later, the thermal anomaly will surely exceed 2 °C; and 5. Maintains the same rate of growth throughout the century and the thermal anomaly will exceed 2 °C, but is likely to be below 4 °C.Alongside these ways of assessing climate change, in 2021, the IPCC Sixth Assessment Report has introduced new changes: to the CPR scenarios it has added, but not replaced, Shared Socioeconomic Pathways (SSPs) scenarios based on regional differences in population growth, economic growth, GHG emissions, improvements in education, degree of urbanization and technological development.These SSP scenarios describe the situations in this set of criteria with context for RPC scenarios (SSP1 for RCP 1.9; ssp2 for RCP 2.6; SSP3 for RCP 4.5; SSP4 for RCP7; and SSP5 for RCP 8.5).As in the RCP scenarios, these 7 BY 4.0 license, in downloadable formats.They can also be downloaded through the "Atlas GitHub" repository.This atlas, in addition to making available a quality mapping, which did not exist to date, is having an impact on the educational world since it is very versatile and allows to obtain data from the Project of Intercomparison of Coupled Models (GMIP) in phases 5 and 6, from different historical models, from climate observation platforms, such as CRU TS, HadCRUT5 or Berkeley Earth, and also data from paleoclimatology, such as the Project of Intercomparison of Paleoclimatic Modeling (PMIP), in phases 3 and 4.These data are provided from variable tables, RCP and SSP scenarios, and time horizons.It is also versatile for mapping global and regional (subcontinental) data.These changes and the appearance of this cartography have facilitated an increase in the relevance of the topic of "climate change" in curricula and educational activities and a notable improvement in the quality of these.

EDUCATION AS SKILLS TRAINING
Recital 4 of the above-mentioned EU Council Recommendation states that skills requirements have now changed, with more and more jobs being automated, technologies becoming more relevant in all areas of work and life, and entrepreneurial, social and civic skills becoming more important in order to ensure resilience and the ability to adapt to change.And the Annex to the Recommendation states that the key competences are those that form the backbone of successful educational processes, defined as a combination of knowledge, skills and attitudes, in which knowledge is composed of facts and figures, concepts, ideas and theories that are already established and support the understanding of a specific area or topic; skills are defined as the ability to carry out processes and use existing knowledge to obtain results; and attitudes describe the mindset and readiness to act or react to ideas, people or situations.In the same vein, RD 217/2022 is expressed when it describes geographical thinking as a set of skills to analyze, understand and transform knowledge of space around concepts such as proximity, connection, location or spatial distribution, using the appropriate scale in each case, from the local to the global.
Essentially, from this description we can deduce these specific competences of learning Geography: • Use digital tools or not, to search, select, treat and organize objective, relevant and relevant information, to acquire and incorporate data in the creation of content and knowledge.
• To investigate, argue and develop their own proposals on geographical problems that are relevant today in the context in which the student's life is developed, both on the local and global scale.
• Be interested in the main problems and challenges that affect humanity, taking an interest in the different perceptions that are reflected in the media.This competence finds its most suitable means in the realization of learning through projects, challenges or problems that make it possible for students, both individually and as a team, to put into action strategies and diverse skills to analyze and understand phenomena, situations or events that have a special relevance or interest in the world in which they live.This mode of learning also gives students the role in the construction of knowledge, which implements skills and competences related to learning to learn, self-esteem, and personal autonomy.
• Identify and analyze the elements that make up the territory, both local and global.
This competition also implies an awareness of the seriousness of the consequences of the climate crisis and the requirement to adopt behaviors respectful of the dignity of all living beings, aimed at ensuring sustainable development.It must also promote

TEACHING MODEL AND TEACHING STRATEGIES
The pedagogical model that we have adopted to design the educational materials has been the bimodal curriculum, which aims to "update the didactic strategies to adapt them to the context of the information society and digitalization" (Marqués and Álvarez, 2014), evaluating their success from the quality of the learnings made, measured from the knowledge and skills learned.To do this, the differentiation of the two basic components of learning is proposed.On the one hand, the essential concepts or knowledge that make it possible to read, understand, analyze, etc. the "basic knowledge" with which, in each subject and also in a transversal way, the learning tasks are going to be carried out.Without these concepts it is impossible to advance in learning; on the other hand, the tasks associated with know-how, from which progress is made in the acquisition of skills, performing efficient learning with appropriate tools.These skills connect directly with the competencies we have defined before.
This has led us to develop educational materials that present two formats: 1.Those that explain the essential basic concepts, both those that are considered typical of a branch of knowledge, in this case geography, and those that act transversely and form the epistemological framework of several branches.This transversality is evident in the case of geography and its links with history, biology, geology, economics, etc.In addition, literacy competence, essential for geographical learning, requires basic concepts of mathematics, chemistry, computer science, physics, etc.
without which the apprehension of data and information, which are expressed in terminology and magnitudes of those disciplines, cannot be forgotten that the object of study of geography is the territory understood as a space resulting from the interrelations between the natural elements that make it up and the interrelations with human societies.In short, the establishment of "geographical" concepts cannot The importance that the bimodal curriculum assigns to these activities as generators of skills and as elements that implement conceptual understanding, is observed in this text by Marqués y Álvarez, 2014, p. 153: "The approach of the bimodal curriculum prescribes that students can always carry out these practical activities with the support of their "auxiliary memory", that is, consulting their notes, books and the Internet.The teacher will decide in each case which sources of information can be used.The goal is that students get used to working with these supports (notes, books, Internet and other ICT tools), which will be available when they are adults."Learning by projects, problems or cases is the didactic strategy consistent with the new ways of understanding learning and the autonomous development of the personality of contemporary citizens.(Vergara, 2015, pp. 16-17)

THE USE OF ICT FOR EDUCATIONAL PURPOSES.
In ESO's Geography curriculum, ICTs are set out as tools to tackle the challenges of today's world.Thus, the objectives for geographical learning are identified in this way: "spatial location: representation of space, orientation and scales.Use of digital resources and interpretation and elaboration of maps, diagrams, images and graphic representations.
Geographic Information Technologies (TIG)", where the convenience of the use of TIG for cartographic purposes is raised, but it is in the Baccalaureate curriculum when it is assigned more functions and more importance: "Geography, by its practical nature, allows students to ▪ ESO students are able to draw simple maps with this software (Kolvoord, 2012), but these tasks may lose their educational interest if they aim to learn this software, rather than its use to achieve competitive geographic learning.That is, it is not about working in TIG, but about doing it with TIG (Ramos, 2010).The result of this "bad practice" is usually that, instead of using GIS to learn geography, learning how to use these technologies replaces geographical ones (Buzo, 2017).
▪ The TIG and its associated technologies (Geographic Information Systems, Photointerpretation, Remote Sensing, etc.), used in Secondary Education, are tools for teaching and learning, and must be put at the service of educational strategies and objectives (Kerski, 2003 andDe Miguel, 2015), which understand learning processes as knowledge construction itineraries in which the participation of the student is capital (Buzo, 2016).
In addition to offering a view of the current space and much richer than that offered by traditional cartography, TIGs offer a layered distribution of information, that is, each relevant information appears differentiated and the relationship with other information is not made by accumulation, as happens in much of the cartography that has been used in traditional school materials, but from its spatial distribution.From the analysis of these spatial distributions we obtain the interrelations that they maintain with each other; that is, the relations of multicausality.
Thus, the use of ICT in education makes a leap forward in the ways of learning: they have the ability to highlight the elements that shape the territory and how they do it, making geographic knowledge, in addition to generating competence in geographical analysis, more objective and accessible, and allow the identification of the factors of the sustainability of anthropic actions, which are now considered factors shaping the territory.
The use of ICT in the preparation of the educational materials that we present has been 12 based on these criteria, pretending that: ▪ The teachers who use them teach better, avoiding the memory tradition, generating interactive relationships with their students in the development of their training itinerary, and giving rise to competitive learning in the field of geography, but also, transversely, in other subjects.
▪ Students using ICT learn how to operate, identify the elements that make up and determine geographical spaces and their interrelationships, which are understood as causal factors, and evaluate the sustainability of these relationships.
The materials have been made using the ArcGIS Online platform through the Schools 13

RESULTS TO EVALUATE: TEACHING MATERIALS a. Themes and organization
The materials address the issue of climate change in a global way (except for section six, which focuses on Mediterranean Europe and Northern Africa) and its causes and impacts through six sections, which are accessed from links located in the first (can also be done from its Uniform Resource Locators (URL).The contents of each section are approached from the use of maps, GIS applications, images, texts, videos, graphics, graphics, etc.
First section.Global warming.Concepts and causes.
It begins with a small introduction to familiarize students with the key concepts of the phenomenology of climate change: anomaly in temperatures, the volume of precipitation, the number of consecutive days without rain, evaporation, etc. or increase in the frequency and intensity of heat or cold waves, frequent torrential rains, longer droughts, desertification, etc. Next, the existence of other climatic changes (abnormally warm or cold situations) from the origin of the Earth, studied in paleoclimatology, but only the current one obeys to the anthropic polluting action emitting Greenhouse Gases (GHG) to the atmosphere and can be irreversible.To facilitate the work with documents on current climate change, the existence of the Intergovernmental Panel on Climate Change (IPCC) is proposed, and the meaning of terms such as "scenarios", "time horizons" or "radiative forcing".Finally, the concepts of pollution, its agents and its sources are addressed.

Second section. Changes in the world's climates
Recognizing the changes in temperatures and rainfall, we identify how they have affected the world's climates.To do this, the Köppen-Geiger classification is used, adapting it to the age and educational stage of the students and to the official curricular contents.After characterizing each of these climates, its territorial distribution in 1950-2007, 1980-2016 and 2071-2100 and that of the abovementioned anomalies are compared in order to identify the causal relationships that unite them.Finally, it deals with international agreements to combat climate change, the role of the European Union in this fight and the ways to combat it that have emerged in civil society and in everyday life.At https://arcg.is/0PPSbi1.
Third section.Climate change and its impact on the oceans.
It deals with the impact of climate change on ocean water circulation (sea currents, winds, South Atlantic tipping), and the consequences that such impacts have on sea level changes, ocean water temperatures, and ocean acidification.The impacts that climate change is having on marine ecosystems and on human activities, food resources, etc. are addressed below.In: Fifth section.Climate change and its impact on population distribution.
The starting point is the distribution of the population today: population density (using two models to represent it: the number of inhabitants per spatial unit and the "human climate niche"), Real Growth Rate, Gross Birth Rates, and Mortality.Next, the changes that in this distribution will produce climate change in the time horizon of 2070, according to the expected scenarios, but emphasizing the most pessimistic, 8.5 are identified.The causality of these changes is associated with the concepts of food insecurity and vulnerability (ability to cope with the problems arising from situations of extreme poverty, uneven income distribution, both within and between countries), which had already been addressed in section 3. Finally, it analyzes the consequences that climate change is having and is going to have on sea level rise.In: https://arcg.is/1nniyq3.

Sixth section. Climate change and migratory movements. Case study: Mediterranean
Europe and Northern Africa.
Focusing on the territory in which it is going to work, tools are offered to analyze: its climates and the changes in them that are occurring and will occur, the distribution of current land uses and the modifications already occurred and those planned for the next years, the importance of agricultural activities for their economies and societies, the anomalies in precipitation and temperatures that are associated with a greater frequency and intensity of droughts and in the health of vegetation.From the results of these analyzes, relating them, it can be obtained as a conclusion an increase in the vulnerability of a large part of the population, who live in the most arid territories, with more impoverished soils and at risk of desertification, to face food insecurity, malnutrition, disease and hunger.Situation that implements migratory flows, both to other countries and to other territories of the same country.In: https://arcg.is/0y1TPS.
At the end, a written report or a video report is requested in which images obtained from the materials worked on answer these questions: ▪ How does climate change affect the economies of the societies studied?
▪ How do you do it in your lives?
▪ What are the links between climate change and droughts?
▪ What is the impact of droughts on people living in these regions?
▪ Can they cope with these consequences?
▪ What are the relationships between the occurrence of droughts and migratory movements?
All these materials are offered to teachers and students in a public way and with high adaptability, since they can choose to: ▪ Use a map or several to solve a geographical problem, either of those raised in the materials, or of the teachers or students who want to raise.
▪ Use one, several or all applications to work on solving the problems raised in them with the tools offered in them.
▪ Use the groupings of materials in sections and sections to choose the materials you want to work with.
▪ Work with all or most of the content, making climate change and related learning the key organizing core of a quarter's or an entire course's content.

EXPERIMENTATION OF MATERIALS AND CONCLUSIONS
As indicated above, the main objective of the preparation of these materials has been to be able to verify whether their use in the classroom results in learning of the competences that were estimated as objectives of the teaching-learning processes.For this, they have been experimented in the classrooms of 1st and 3rd of ESO (the application in baccalaureate will be made in the 2025-2026 academic year, when the materials are more "mature").On the other hand, the groups of students have been divided into two subgroups: some who have not used them and others who have.In addition, in order to assess the evolution in learning, an initial evaluation has been made, others intermediate and others at the end of the course.
The experiment was carried out by four teachers who were members of working groups on the use of digital mapping in secondary education in the previous four years.In the last In total, 184 students were affected by the experiment (distributed in eight groups, two in each school), of whom 112 had been following their learning to meet the objectives as expected (Table 1) and 72 had difficulties doing so (Table 2).The fulfillment or non-fulfillment of these objectives has not served as a criterion for the student's membership in one or another group.In order to evaluate the learning in a more objective way, a "rubric of evaluation" has been made in which it is broken down, according to age (14-16 years) and the training level of the same, the approach of Binkley (2012) in some items related to the objectives set for these materials: knowledge and attitudes have not been evaluated, but learning measured in terms of acquired competences.
The degree of compliance with the objectives set has been evaluated from 0 to 10 and the average has been found both of the students who habitually met the objectives set and those who had difficulties in doing so.The average acquisition of skills stood at 2.79 before the use of these materials.After its use, it has gone to a 4.36.The figure does not make it possible to say that the proposed competition objectives have already been fully achieved, but it does show that a significant improvement has been achieved: 10 of the objectives in which compliance was below four, now did so at five or more.Those fields that presented acquisition figures of three or less, now had it in four, approaching five.
The fields in which students have shown the most problems have been: "uses concepts and tools from different subjects to solve geographical problems", "communicates in an orderly and logical way", "critically evaluates their approaches and those of their peers", "understands their position in the group" and "evaluates the advantages and disadvantages of the different formats in which information can be presented".It has been found that, after two or three initial sessions, the skills that enable the use of GIS are acquired in a degree that already allows to advance in the competition to "learn to learn".
The results obtained have been, assessing the situation before the use of the materials and the subsequent, those listed in the Annex, table of group A: a.The fields in which little or no progress has been made are: "communicates in a logically orderly way", "easily manages text editors, spreadsheets, image and video editors", "poses solutions to the social and environmental problems raised".
b.Those who have had an advance of a point are: "understand a problem raised", "seek solutions to problems", "solve problems using previous learning", "critically evaluate their approaches and those of their peers", "evaluate the advantages and disadvantages that 17 each format has to present information".Of these five, only the last-mentioned has had a result below five.
c.For those who have performed better (an increase of two or more points), only "communicating using empathy strategies" has had less than five results.
The results of the students who were not meeting these objectives are given in the table of group B: a. From an average acquisition of apprenticeships, from 0 to 10, at 2.79, it was moved to one that did so at 4.36, which although it is a figure that is below what would be appropriate (five), shows an interesting pace of improvement.Ten fields that had previously had results of four or less now had results of five or more.Eleven had been placed in a four, while earlier they were in a three or less.
b.The fields in which the students encountered the most difficulties or in which they had obtained learnings valued with three or less are: "uses concepts and tools of various subjects to solve geographical problems", "communicates in a logically orderly way", critically evaluates their approaches and those of their colleagues", "understands their position in the group" and "evaluates the advantages and disadvantages that each format has to present information", which are relatively complex or have to do with the social repercussions that usually entail, unfortunately, obtaining school yields considered inadequate.
Regarding the conceptual learning achieved, although they were not the main objective, the use of these materials has led to notable learning in: -Spatial location.
-Identification of elements that make up the territory.
-Causation from the understanding of these interrelations.
-Empowerment to formalize hypotheses and formulate reasoned proposals for change.
In the chapter dedicated to the objectives set for these educational materials, emphasis has been placed on five, which have been achieved: -Facilitate the introduction in the classrooms of the Secondary Education stage of Geographic Information Systems to develop in students competitive learning processes.
-Vertebrate the contents and learning around the concept of sustainability.-Introduce in the classrooms contents of geographical relevance that until now had not been included in the curricula of geography, but that recently LOMLOE has done so, allowing geography to approach the knowledge of territorial realities that make up geographical knowledge.
-Promote learning that formed values and implemented a "citizen education".
others are not intended to guide or set pathways for economic change in the face of global warming.They simply observe the conditions in which the different scenarios occur, conditions that do not depend on the will of social, economic and political agents, but are the result of the responses of different societies to the problems of the context in which they live.The IPCC Sixth Report was accompanied by the Internet publication of the Interactive Atlas of IPCC Working Group I, which provides a rich mapping of the results offered in the Report.These maps are offered in a viewfinder and under a Creative Commons Attribution CC Climate Change in Secondary School Classrooms Using Geographic Information Technologies as A Learning Tool ___________________________________________________________________________ Rev. Gest.Soc.Ambient.| Miami | v.18.n.7 | p.1-20 | e08413 | 2024.
active and participatory positions with regard to the improvement, in general, of the environment, both at local and global level, and in favor of a fair, equitable and solidaritybased distribution of resources in a global sense.These general competences related to learning Geography are specified in the educational materials presented in: • Learn the knowledge and skills needed to promote sustainable development, including through Education for Sustainable Development (EDS) (UNESCO and Boulahrouz Global Action Program for Education for Sustainable Development, 2018), focusing on the effects of climate change, which are reflected in the basic knowledge related to the climate emergency in this way: "elements and factors that condition the climate and the impact of human activities.Methods for collecting meteorological data and interpreting graphs.Climate risks and disasters in the present, past and future.Vulnerability, prevention and resilience of the population to natural disasters and the effects of climate change • Become familiar with the use of digital media, both to seek information and treat it, as well as to analyze it geographically and map it with the tools of the TIG.These tools Climate Change in Secondary School Classrooms Using Geographic Information Technologies as A Learning Tool ___________________________________________________________________________ Rev. Gest.Soc.Ambient.| Miami | v.18.n.7 | p.1-20 | e08413 | 2024.9 appear in the curricula of ESO and Bachillerato as competence instruments that are part of the basic knowledge (RD 217/2022) with statements such as this: "elements and factors that condition the climate and the impact of human activities.Methods for collecting meteorological data and interpreting graphs.Climate risks and disasters in the present, past and future.Vulnerability, prevention and resilience of the population to natural disasters and the effects of climate change", which are part of the content and learning strategies used in the materials we present.

Climate
Change in Secondary School Classrooms Using Geographic Information Technologies as A Learning Tool ___________________________________________________________________________ Rev. Gest.Soc.Ambient.| Miami | v.18.n.7 | p.1-20 | e08413 | 2024.10 remain only in their basic knowledge of official curricula, it must also attend to those others that act in a transversal way(Binkley et al., 2012).2.A set of activities or know-how in which, using the basic concepts involved in them, students carry out tasks that provide them with three types of learning: on the one hand, acquire skills to, in this case, know, understand and analyze the territory, which are competences linked to Geography; on the other, advance in their skills in critical thinking, problem solving, teamwork, communication skills, analytical skills, creativity and evaluation of the sustainability of human interventions; finally, advance in the understanding of the concepts applied in the tasks, application that has shown their ability to explain and solve the problem raised.The model of activities proposed by the bimodal curriculum is that carried out by projects and by resolution of problems or cases, although learning service and other forms that emphasize cooperation and problem solving also take their place.

Climate
Change in Secondary School Classrooms Using Geographic Information Technologies as A Learning Tool ___________________________________________________________________________ Rev. Gest.Soc.Ambient.| Miami | v.18.n.7 | p.1-20 | e08413 | 2024.11 develop in the responsible use of information and communication technologies thanks to the functionalities of Geographic Information Technologies (TIG).In addition to being a basic resource to develop individual and team research, ICTs allow to propose the interdisciplinary treatment of the territory and, as a diagnostic tool, efficiently present and communicate conclusions and proposals for improvement in the social environment of students from their critical analysis, promoting their maturity and civic participation.The applicability of the subject of Geography makes it a key discipline of the knowledge society and social entrepreneurship".The use of TIGs in our materials is part of these approaches, although they are nuanced.The cartographic elaboration with these technologies by the students, in our way of seeing, raises the need for two clarifications:

Climate
Change in Secondary School Classrooms Using Geographic Information Technologies as A Learning Tool ___________________________________________________________________________ Rev. Gest.Soc.Ambient.| Miami | v.18.n.7 | p.1-20 | e08413 | 2024.14 https://arcg.is/0jqyCn.Fourth section.Climate change and land use change.It begins by identifying the main uses made of the soil (adaptation of the Corine Land Cover classification) and the distribution of them at present (1960 to 2019).The changes produced in the territorial distribution of land uses and their relationship with that of the anomalies that shape climate change are analyzed below.In the next section, the expansion and distribution of the degradation that is occurring in arable soils associated with processes of impoverishment, erosion, increased aridity, desertification and salinization is worked.The section concludes by addressing two themes: deforestation and the loss of the capacity of terrestrial ecosystems, of which soils are part, to store carbon, subtracting it from the atmosphere.At https://arcg.is/0C09i1.
___________________________________________________________________________ Rev. Gest.Soc.Ambient.| Miami | v.18.n.7 | p.1-20 | e08413 | 2024.16 year, this experimentation has been tutored from the Center for Innovation, Training and Research in Educational Sciences (CIFICE) of the University of Zaragoza, seeking to harmonize in four different centers.

Climate
Change in Secondary School Classrooms Using Geographic Information Technologies as A Learning Tool ___________________________________________________________________________ Rev. Gest.Soc.Ambient.| Miami | v.18.n.7 | p.1-20 | e08413 | 2024.18-Developschool materials aimed at learning in competencies that allow students to understand and respond to the problems that occur in the context in which their lives develop.
change and consequences on marine waters, climate change and land use changes, climate change and impacts on population distribution, and climate change and migratory movements (the case of Mediterranean Europe and Northern Africa).Due to the conceptual contents and the tools offered to work on them, "Climate change" has become a Climate Change in Secondary School Classrooms Using Geographic Information Technologies as A Learning Tool ___________________________________________________________________________ Rev. Gest.Soc.Ambient.|Miami | v.18.n.7 | p.1-20 | e08413 | 2024.4 of Geography and History (ESO) and Geography (Baccalaureate)."Facilitate the acquisition of key competencies by making use of good practices...In particular, by promoting diverse learning approaches and environments, including the appropriate use of digital technologies, in education, training and learning contexts."Thatis, a learning model on content that can be used within the curricular framework, but that emphasizes skills learning and the use of ICT, especially ICT.To do so, following the terminology of Royal Decree 217/2022, of March 29, which establishes the ordination and minimum teachings of Compulsory Secondary Education (BOE No. 76, of 30 March 2022, pages 41571 to 41789) and Royal Decree 243/2022, of 5 April, establishing the ordination and minimum teachings of the Baccalaureate (BOE No. 82, of 06/04/2022) have established some"basic knowledge", which revolves around the concepts of "climate change" and "sustainable development", and "specific competences" articulated around the use and skills associated with "geographical thinking", defined as "a set of skills to analyze, understand and transform the knowledge of space around concepts such as proximity, connection, location or spatial distribution, using the appropriate scale in each case, from the local to the global" (Annex II of RD 217/2022).To achieve the acquisition of these competences by students working on these contents, "teaching strategies" were adopted, based on the pedagogical model of the so-called Account that ESRI-Spain provides completely free of charge to schools that request it.This Account-Schools is an organization account in which the center can include up to 2000 users and from which you have access to a large number of resources to help students learn and understand geography using GIS.The most commonly used formats are: Mobile applications: with which you can capture reliable data in the field that is automatically moved to a WebMap.The most suitable are Collector for ArcGIS and ▪ WebMap: An interactive visualization of geographic information that contains a base map and a set of data layers, many of which include interactive pop-ups with information about the data.Examples: https://arcg.is/0mPTO5and https://arcg.is/1iK9De.▪ Configurable Apps: a variety of templates to interact with Web Maps and data in your organization without modifying their content.The most used are: Basic Viewer, Attachment Viewer, Image Viewer, etc. Examples: Viewers: https://arcg.is/4znPP,https://arcg.is/1PKCbb(asks user, but clicking cancel seems to load); Basic ▪ StoryMaps: allows to develop a thematic unit combining narrative text with multimedia content.See examples in 3.1.Themes and organization.▪ Web AppBuilder: An application is created from a multi-layered WebMap that ▪ Climate Change in Secondary School Classrooms Using Geographic Information Technologies as A Learning Tool ___________________________________________________________________________ Rev. Gest.Soc.Ambient.| Miami | v.18.n.7 | p.1-20 | e08413 | 2024.