Educational evaluation of geosites in Peru: A replicable methodology in Latin America and the Caribbean

Chambi S.P.V.; Prendes N.; Chacaltana C.; Muela A.S.D.L.; Mayma R.R. · Boletin de la Sociedad Geologica Mexicana (2026) · DOI: 10.18268/bsgm2026v78n1a071125

Resumen

Geosites and geoheritage are key resources for civic education, environmental awareness, and territorial understanding, particularly in Latin America and the Caribbean (LAC), regions of exceptional geological richness but limited institutionalization of geoconservation. In Peru, despite advances such as the UNESCO Global Geopark of Colca, a weak integration persists between geological heritage and national educational systems. This study adapts an international methodolog y for the functional assessment of geosites to the Peruvian context, producing a practical, replicable, and scalable tool for settings with limited institutional resources. The multicriteria approach evaluates seven functional variables, including target audience, accessibility, landscape diversity, and educational potential, focusing on educational and geotouristic dimensions. The assessment was applied to five representative geosites: Cordillera Negra, Pongo de Rentema, Añashuayco ashlar quarries and terraces in the Chili Valley, Nevado Coropuna, and Georuta Miraflores–Huaquis, complemented by interdisciplinary validation using the “8G” model and expert consensus via a modified Delphi process. Results highlight the high educational potential of these sites and underscore the value of integrating geoheritage assessment into geoscience teaching. Future challenges include expanding regional validation, systematizing educational criteria, and strengthening collaboration with local communities and managers, contributing to more effective and socially embedded geoconservation across LAC. © (2026), (Instituto de Geología, Universidad Nacional Autónoma de México). All rights reserved.

Instituciones: Universidad Nacional de Ingeniería