Abstract
The relationship between education and urban environments identifies a process of societal impact through levels of exploration and knowledge of the territorial system. It emerges from pedagogical levels linked to the development of spatial knowledge as “vision” and “motricity,” finalising education on the use and management of territory and urban space in classes of knowledge. In parallel, the increasing adoption of digital technologies has extended the contamination of digital twins to the existing instruments for territorial management, such as geographic information systems. Their features of representation have increased, and the resulting systems can focus on the opportunity to use virtual territories (cities and landscapes in digital form) as both objects and spaces of education. The chapter focuses on “territorial education” to highlight the potentialities of urban infosystems from advancements in digitisation practices, and their interaction with artificial intelligence to support the educational function of digital urban spaces in experience-based and situated learnings.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
