This study presents a comprehensive assessment of Azerbaijan’s wind energy potential, using the Shorabad settlement in the Khizi district as a representative case study. The strategic importance of wind energy in the context of the global energy transition and climate change is highlighted, and the natural and geographical advantages of the area, as well as existing infrastructure opportunities, are examined. Analysis of long-term datasets from NASA POWER (1981–2024), the Global Wind Atlas, and local meteorological stations revealed an average annual wind speed of 5.46 m/s. This wind regime was further characterized using statistical modeling based on the Weibull distribution. The spatial variation of wind speed, land use, and proximity to the power grid was evaluated through GIS analysis. Energy yield modeling for the Vestas V90-2.0 MW turbine indicates an annual generation potential of 2.9–3.50 GWh, corresponding to a capacity factor (CF) of 0.20 under the prevailing wind conditions. Based on a conservative siting scenario (25 km² area, accommodating approximately 54 turbines with a total capacity of 108 MW), the annual energy production is estimated at 156.6–189.0 GWh/year, corresponding to approximately 0.55%–0.67% of Azerbaijan’s annual electricity generation. The findings indicate that Shorabad possesses favorable characteristics, including flat topography, limited vegetation, and proximity to existing infrastructure, which collectively render it a suitable location for a wind power project (WPP).
The study aims to identify the key barriers and drivers of artificial intelligence (AI) integration in geographical education through a comparative analysis of Kazakhstan and Uzbekistan, where digital transformation processes develop in parallel but differ in institutional and pedagogical orientation. A mixed-methods approach was applied, combining document analysis of national education digitalization policies with an online survey of 966 educators (471 from Kazakhstan and 495 from Uzbekistan), including schoolteachers, college instructors, and university lecturers. The analysis focused on levels of digital competence, institutional readiness, and practical integration of AI tools in teaching geography. The findings reveal notable cross-country differences. Kazakhstan demonstrates a practice-oriented approach emphasizing digital pedagogy, interactive mapping, and applied use of AI in spatial analysis. Uzbekistan, in contrast, prioritizes the development of academic infrastructure and research platforms for AI. Common barriers include weak Internet connectivity in rural areas, limited teacher training, lack of methodological frameworks, and psychological resistance to innovation. However, strong drivers are evident—state support for digital education, the spread of geospatial analytics, and the emergence of AI-based tools for spatial modeling and personalized learning. The study provides one of the first comparative assessments of AI adoption in geographical education across Central Asia. It conceptualizes AI not as a replacement for teachers but as an intelligent partner that enhances research thinking, spatial imagination, and cognitive autonomy, laying the foundation for sustainable digital transformation of geographical education.
This publication aims to raise awareness among geography teachers and students about the important role of cryosphere components in the climate system and the hydrological cycle, as well as the environmental, social, and economic consequences of global climate change. The following research methods were used: theoretical (from the abstract to the concrete); comprehensive (abstraction, analysis and synthesis, induction and deduction, partial modeling); and empirical (observation, comparison, measurement, and experimentation). In the educational process, glaciological studies may begin with the first occurrences of winter atmospheric phenomena—snow, hail, ice glaze, blizzards, or heavy snowfalls—in the context of understanding the impact of global warming and climate change on specific natural processes in Ukraine. Mountain glaciers in Iceland, Scandinavia, the Alps, and the Himalayas serve as indicators of climate change; their melting is altering the landscape, potentially leading to changes in the national borders of some countries. The article’s materials are intended to help students study the basics of glaciology in more detail, where the development of social skills, interaction, and independence is important. The United Nations General Assembly has proclaimed 2025–2034 as the Decade of Action for the Cryosphere Sciences. The initiative aims to enhance monitoring and scientific research on glacier melting, permafrost, and snow cover. It also envisages support for the development of educational programs that will expand geography teachers’ capacity to help students better understand their natural and anthropogenic environments and act responsibly within them. To stimulate children’s interest in glaciological science, scientists need to develop creative, integrated content. The novelty of the study lies in developing methodological foundations for integrating contemporary glaciological issues into the educational process, thereby ensuring the active participation of teachers and students in implementing the Decade of Action for the Cryosphere Sciences (2025–2034).
The study of scientific schools occupies an important place in the history of geographical science. It has been proven that communities of leader-thinkers and followers have long been inherent in the scientific environment in general and in geography in particular, but it was only at the end of the 19th century that they became institutionalised in scientific schools. It has been determined that the formation of scientific geographical schools at Lviv University took place in the second half of the 20th century. The work of scientists researching the functioning of scientific geographical schools in the world and Ukraine has been analysed. A comprehensive list of publications on the study of scientific geographical schools at Lviv University is provided, and their content analysis has been carried out. The origins and characteristics of the initial stages of the functioning of scientific geographical schools at Lviv University are revealed: cartographic; complex territorial organisation of society; regional, ecological and engineering geomorphology; landscape studies; genetic soil science. It is substantiated that Lviv scientific geographical schools are branch-specific. The role of the founding leaders (O. Vashchenko, K. Gerenchuk, P. Tsys, S. Poznyak) in the formation and development of the university’s scientific geographical schools is summarised, the leaders-followers are identified, and the main achievements of the schools are analysed through the prism of monograph publications, scientific.
Atlases supports the educational process, scientific research, and broadens cultural horizons. The creation of thematic atlases, in particular historical ones, is receiving especial attention. They provide an understanding of a certain topic in a spatial and temporal context. They help to see history not only as a chronology of events, but as a living, changing picture of the world. Such atlases form a holistic view of the events of the past, stimulate interest in history and geography. Historical mapping is becoming particularly relevant in Ukraine, in the context of the awakening of national consciousness, the preservation of cultural heritage and collective memory, and the rethinking of historical processes. The purpose of the study is to analyze the general trends in historical mapping using the example of Ukrainian and Western European atlases. A new work is also presented — “Teacher’s Atlas of History” — a summary of thirty years of experience in historical mapping at the State Scientific and Production Enterprise “Kartographiia.” The connection of Ukrainian historical cartography with the Western European tradition, development trends, and classification of historical maps are considered. In the opinion of the compilers the main task of historical cartography is substantiated — coverage of political and military history. “Teacher’s Atlas of History” is the first publication in Ukraine, which presents the events of world history at a level higher than school. The atlas will not only help educators in mastering historical science, but will also strengthen the role of the teacher. In the opinion of the compilers the proposed format of the atlas, best combines its main tasks: pedagogical, self-educational and analytical. Forms of using the atlas are proposed.
