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How Does the Geography Curriculum Contribute to Education for Sustainable Development? Lessons from China and the USA

Author

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  • Sheng Miao

    (School of Geographic Sciences, East China Normal University, Shanghai 200241, China)

  • Michael E Meadows

    (Department of Environmental Geographical Science, University of Cape Town, Rondebosch, Cape Town 7701, South Africa
    College of Geography and Environmental Sciences, Zhejiang Normal University, Jinhua 321004, China
    School of Geography and Ocean Science, Nanjing University, Nanjing 210023, China)

  • Yushan Duan

    (School of Geographic Sciences, East China Normal University, Shanghai 200241, China)

  • Fengtao Guo

    (School of Geographic Sciences, East China Normal University, Shanghai 200241, China)

Abstract

Education for Sustainable Development (ESD) must play an important part in achieving the Sustainable Development Goals and, while it may be advanced through harnessing the unique advantages of the geography curriculum, connections between the geography curriculum and sustainable development competencies have not yet been systematically investigated in China and America. In order to explore the value of geography education in promoting learner competencies in sustainable development, we conducted a detailed analysis of China’s geography curriculum standards and American geography curriculum standards, and explored the potential contribution of the geography curriculum to ESD. Learning objectives in China’s geography curriculum standards for middle school (98 items) and high school (141 items), and American geography curriculum standards for middle school (80 items) and high school (85 items) were analyzed using content analysis supported by WordStat 8.0. Our findings suggest that geography education plays an important role in cultivating learners’ cognition and ability regarding sustainable development, although there remains much room for improvement in cultivating learner attitudes and values towards ESD.

Suggested Citation

  • Sheng Miao & Michael E Meadows & Yushan Duan & Fengtao Guo, 2022. "How Does the Geography Curriculum Contribute to Education for Sustainable Development? Lessons from China and the USA," Sustainability, MDPI, vol. 14(17), pages 1-19, August.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:17:p:10637-:d:898310
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    References listed on IDEAS

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    2. Martin, Geoffrey J., 2005. "All Possible Worlds: A History of Geographical Ideas," OUP Catalogue, Oxford University Press, edition 4, number 9780195168709.
    3. Juan Antonio García-González & Saúl García Palencia & Irene Sánchez Ondoño, 2021. "Characterization of Environmental Education in Spanish Geography Textbooks," Sustainability, MDPI, vol. 13(3), pages 1-22, January.
    4. Nabila Nurul Hawa & Sharifah Zarina Syed Zakaria & Muhammad Rizal Razman & Nuriah Abd Majid, 2021. "Geography Education for Promoting Sustainability in Indonesia," Sustainability, MDPI, vol. 13(8), pages 1-15, April.
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    Cited by:

    1. Bashir, Muhammad Farhan & Shahbaz, Muhammad & Malik, Muhammad Nasir & Ma, Beiling & Wang, Jianming, 2023. "Energy transition, natural resource consumption and environmental degradation: The role of geopolitical risk in sustainable development," Resources Policy, Elsevier, vol. 85(PA).
    2. Du, Yuqiu & Wang, Wendi, 2023. "The role of green financing, agriculture development, geopolitical risk, and natural resource on environmental pollution in China," Resources Policy, Elsevier, vol. 82(C).

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