The role of paintings in environmental and geography education: a critical review of empirical research on visual support for learning and implications for practice

The aim of this article is to assess the potential of painting as a didactic tool in environmental education, with particular emphasis on its influence on students’ understanding of spatial processes and the development of ecological awareness. The article takes the form of a critical review and is based on an analysis of empirical studies examining the use of paintings in environmental and geography education published between 2010 and 2025. A systematic literature review was conducted, encompassing both quantitative and qualitative research in which painting constituted a central element of the instructional intervention or students’ cognitive processes. The findings indicate that painting effectively supports the visualization of complex environmental processes, fosters cause-and-effect reasoning, and facilitates the integration of scientific knowledge with aesthetic and emotional experience. The reviewed studies confirm a positive impact of image-based learning on students’ understanding of human–environment relationships, learning motivation, and cognitive engagement. At the same time, the results highlight that the educational effectiveness of painting strongly depends on the selection of artworks, the manner of their interpretation, and the teacher’s pedagogical competence. The conclusions suggest that painting can serve as a valuable complement to traditional approaches in environmental education, supporting the development of critical thinking, ecological reflection, and a deeper understanding of spatial processes.