The role of emotions and values in territorial planning teaching
Insights from a Basque University case study
Bibliographic Data
| ID | 11954079 |
|---|---|
| Authors | Amaia Albizua (0000-0001-8381-5288, University of the Basque Country, corresponding author) |
| Year | 2025 |
| Volume | 49 |
| Issue | 5 |
| Pages | 664-680 |
| Publication date | 2025-08-22 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Geography in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0309-8265 • E-ISSN: 1466-1845 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03098265.2025.2549758 |
| OpenAlex | W4413432425 |
| Language | EN |
| References cited | 28 |
Territory is a multifaceted concept, encompassing geographical, social, economic, and ecological dimensions. How people understand this concept depends on their values and emotions, and influences their human interactions with the environment, leading to possibly conservation, improvement or degradation of it. Territory planning, which involves formulating strategies to guide land use and allocation, is essential in navigating this complex interplay between human needs and environmental constraints, even more so in an era of rapid change. We aim to understand how future planners relate to (perceive, value and feel) territory. Those three dimensions are the ground for action. With that objective, we surveyed students at the University of the Basque Country in a territorial planning and environment course. We use a pluralistic lens with emotional geographies to assess their answers about territory. The study highlights that students value territory primarily for its cultural, recreational, and aesthetic significance, strengthening emotional ties and fostering stewardship. Those prioritizing biodiversity and ecosystem services express negative emotions like fear and shame, reflecting moral responsibility toward conservation. While students show strong emotional ties to the territory, their engagement with territorial planning is limited. Our findings thus underscore the necessity of fostering deeper emotional connections within planning curricula to foster more empathetic and inclusive decision-making, improving governance and sustainability outcomes
Higher education · Mathematics education · Pedagogy · Political science · Sociology · Cultural Heritage Management and Preservation · Psychology · Rural development and sustainability · Urban Planning and Valuation
Conducting Research in Conservation
Psychology of Climate Change
Global forecasts of urban expansion to 2030 and direct impacts on biodiversity and carbon pools
Why protect nature? Rethinking values and the environment
Non-Representational Theory
Ideology in practice
Relational values
Valuing nature’s contributions to people
A values‐based approach to vulnerability and adaptation to climate change
Planning as practice of knowing
Nature futures for the urban century
Hope and climate change
The Making of the Antinuclear Movement in the Bay of Biscay
Embodied geographies of liveability and urban parks
Fear, hope, anger, and guilt in climate activism
Land, terrain, territory
How sovereignty claims and "negative" emotions influence the process of subject-making
Leveraging emotion-behavior pathways to support environmental behavior change
| Citation velocity | historical |
|---|---|
| Highly cited | No |