Teaching regions: do we need a regional pedagogy or a pedagogy of regions?

This paper opens the first-ever debate about pedagogies and curricula in regional studies. It does this from four perspectives: how regional studies creates powerful knowledge; how regional thinking can be embedded within school education and curriculum design; the provision training to the next generation of regional scholars; and the potential impacts of artificial intelligence (AI) in teaching and assessing regional studies. We conclude with a reflection on whether we need a regional pedagogy or a pedagogy of regions, and inviting others to engage in debate about pedagogies and curricula in regional studies.