Geography, research and learning

Geography is a discipline that is driven by research. At times, though, the specialised and complex nature of geographical research can distance it from a wider audience. As Yujing He and colleagues argue in this issue, this contributes to a ‘knowledge gap’ between universities and schools. The purpose of Geography is to help cross this apparent divide by presenting research and current thinking in an accessible way. This issue is no exception: it presents a diverse set of articles that cover research on geopolitics, climate change and landscape. But, as well as this, there are articles that reflect on ways in which geographical theories and methods can be used to enrich the student experience. In doing so, research is, quite rightly, viewed as something that should actively contribute to school curricula, rather than being something done ‘out there’ by university academics. Fieldwork and data analysis are crucial in the development of the next generation of geographers and, I hope, are returning to the centre-stage of education as we emerge from COVID-19. So, in keeping with the journal’s aims, this issue not only presents research but, we hope, stimulates it too.