Abstract:

The learning process in the care of cultural landscape ecosystems, in their geographical, cultural, and social dimensions, constitutes a key aspect of contemporary education, especially when approached from an international perspective. In this context, the educational and cultural cooperation agreements between the Russian Federation and the United Mexican States offer a platform to explore how different educational and training traditions and intercultural approaches can enrich the study of landscape. In the cultural sphere, the Protocol of Cultural, Educational, and Sports Cooperation, signed in 2018 during the V Meeting of the Joint Cooperation Commission (SEGOB, 2018), stands out. This protocol has fostered art exhibitions, performances by artistic groups, and film festivals, strengthening mutual understanding between the two countries. This has been achieved through the exchange of experiences and best practices in education at different levels, for which both parties agreed that direct contact between the relevant institutions is of vital importance.

These agreements not only facilitate the exchange of scientific and technical knowledge, but also the integration of diverse ways of understanding the natural and human environment. Through academic exchanges, teacher training programs, and joint projects, both Russia and Mexico have fostered shared learning about the landscape that goes beyond simple geographical description, inviting students to explore the connections between territory, culture, history, and social dynamics.

Within this framework, innovative pedagogical tools such as social mapping have emerged, allowing students to represent and analyze their environment in a more participatory and collective way. Furthermore, the concept of hyperpoetics adds a creative and reflective dimension to the learning process, transforming the landscape into an object of dynamic and profound interaction, in which students not only learn about the landscape but also reinterpret, reconfigure, and communicate it in new ways. This integrated approach not only fosters a more comprehensive understanding of the landscape but also promotes the development of a more critical, inclusive, and global education, aligned with contemporary challenges of sustainability, diversity, and civic engagement.

The participatory action learning processes at the World Festival of Youth and Students (WFY) for the care of cultural landscape ecosystems represent a challenge for cultural diplomacy, and when examined from the perspective of paradiplomacy, they acquire a relevant role for nations with carbon-dependent economies. This is the case of the Russian Federation and the United Mexican States, which are the subject of this study, leading us to see how educational and cultural cooperation between the two countries enriches the understanding of the landscape from geographical, scientific, and sociocultural perspectives. Through cultural exchanges that integrate Russian and Mexican technical and cultural perspectives, critical and global thinking is fostered among participants. This integration results in a social cartography process analyzed through hyperpoetic diplomacy, a transformative approach that places the cultural landscape ecosystem at its center, where actors produce meaning and significance from a landscape-based cultural entropy.

Keywords:

World Festival of Youth and Students (WFY), learning process in the care of cultural landscape ecosystems and hyperpoetic diplomacy.