Conservation and Education in Spanish Geoparks: Exploratory Analysis of Land Stewardship Experiences and Valuation Proposal through Outdoor Education

Abstract

Advances in research on environmental problems and public awareness of them have led to renewed concern about the need to establish mechanisms and figures to protect and manage sites so that geoecological processes remain outside the dynamics of anthropic occupation. This research has been approached from an inductive and qualitative perspective based on case studies to examine the articulation of the Spanish geoparks, their dynamics, and the experiences of private valorization in them. Geological heritage is seen as a lever for the promotion of the territory. In all cases, although the geological–geomorphological–paleontological–environmental resources must be significant, this designation aims to enhance the value of all assets, both natural and cultural, conceiving the geopark not as a figure of environmental protection but as a “figure to promote local development”. A total of 48 land stewardship initiatives were identified in 11 of the 15 Spanish geoparks. The most significant presence of initiatives was found in the geoparks of Catalonia, followed by the Lanzarote Geopark. No nature-based schools are located within geoparks, except for Wild Me in Central Catalonia. However, the presence of nature-based schools in biosphere reserves (BRs) seems to be more common. Framing alternative proposals, such as nature-based schools in these areas and using land stewardship in their operation, can become an opportunity to protect a region’s geological and cultural heritage and improve local communities’ quality of life through sustainable and responsible economic and tourism activities. Early-years education in the natural environment facilitates the acquisition of long-term pro-environmental skills, competencies, and behaviors that last into adulthood and act as multipliers for others.