Educational Tourism and Landscape in Protected Natural Areas: A Diagnostic Approach from Castilla-La Mancha (Spain)

Educational tourism in protected natural areas (PNAs) has established itself as a valuable strategy for promoting sustainability by integrating learning experiences with conservation and territorial development objectives. However, the international literature still offers limited evidence on the conditions that facilitate its implementation in non-formal contexts, particularly regarding the availability, consistency, and quality of interpretive infrastructure for public use that supports educational processes. This study addresses this gap through an assessment aimed at examining the relationship between educational tourism and landscape characteristics, as well as identifying which PNAs are most suitable for the development of educational tourism initiatives. The province of Ciudad Real (Castilla-La Mancha, Spain) is used as a case study, as it presents the highest regional concentration of PNAs and a remarkable diversity of landscapes. Using a standardised field form, 35 PNAs were inventoried and evaluated according to three key dimensions: interpretive provision, accessibility, and informational materials, including the incorporation of landscape content as a pedagogical resource. The variables used were subjected to a critical comparative analysis for the characterisation and categorical organisation of the spaces studied. The results reveal marked territorial heterogeneity in terms of facility availability, state of conservation, and effective integration into the interpretive offering, with comprehensive approaches remaining scarce. Only a limited number of sites adequately combine these dimensions, establishing themselves as enclaves with high tourism and educational potential. Overall, the findings highlight the importance of developing coherent infrastructure and considering the landscape as a key interpretive element in educational tourism in PNAs.