Teaching Natural Hazards and Human–Environment Interaction in ElementaryGeography: Experiences from Skopje, North Macedonia

Natural hazards, human impacts, and the use of Earth’s resources are part of students’ everyday lives, even at the elementary school level. The Skopje Valley is a seismically active and densely urbanised area where people are regularly exposed to different natural and environmental risks. Skopje lies near active fault lines and was heavily affected by the devastating earthquake of 1963, which remains an important reference for understanding seismic risk in North Macedonia. In addition to earthquakes, the valley’s geography and rapid urban development increase the risk of flooding, heat waves, and long-lasting air pollution, especially during winter. In this setting, geography education plays a key role in helping students understand Earth processes, disaster risks, and the links between natural systems and human activities.

This poster presents practical experiences and teaching approaches used in elementary geography classes at the Elementary School “Johan Heinrich Pestalozzi” in Skopje, focusing on how complex Earth science concepts can be adapted for young learners. The project integrates topics of natural hazards (earthquakes, floods, landslides), human impacts (urbanisation, pollution, land use), and Earth’s resources (water, soil, energy) into the national geography curriculum through age-appropriate, inquiry-based activities. Lessons deliberately link global scientific concepts with local examples familiar to students, such as the long-term impacts of the 1963 Skopje earthquake, recurring seasonal flood risks along the Vardar River and its tributaries, and ongoing challenges related to air quality and urban heat islands. By connecting theory with local case studies, students develop a stronger sense of relevance, risk awareness, and personal responsibility toward their environment.

Active learning methods are central to the approach. These include simple hazard-mapping exercises of the local neighbourhood, classroom simulations of earthquakes and floods, observation-based field activities (e.g. erosion, landslides, and urban heat islands). Students are encouraged to ask questions, explore cause–effect relationships, and discuss how human decisions influence vulnerability and resilience. Particular emphasis is placed on developing basic risk literacy, including understanding hazards and disaster risk, why they occur, and how their impacts can be reduced through preparedness and sustainable use of resources.

The poster also discusses key challenges faced by elementary teachers, such as limited teaching time, curriculum constraints, and the need to simplify scientific concepts while maintaining accuracy. At the same time, it highlights opportunities created through interdisciplinary teaching, cooperation with parents and local institutions, and the use of real-life events to engage students and encourage critical thinking.

The contribution shares practical classroom experiences, demonstrates how Earth science topics can be effectively introduced at an early age, and emphasises the role of geography education in fostering environmentally aware and resilient future citizens. It aligns with the GIFT 2026 focus on natural hazards, human impact, and Earth’s resources, and shows how these themes can be meaningfully applied in elementary education.