Bibliometric and Content Analysis of Sustainability Education in Geography for Promoting Sustainable Development at Primary and Secondary Schools and in Teacher Education

Geography education plays an important role for promoting sustainability by integrating a variety of educational strategies and subject content that promote understanding of sustainable development practices. There are very few studies from a holistic didactic and pedagogical viewpoint on the implementation of sustainability education in geography in the context of teacher education and school education for promoting a sustainable future. This study addresses this gap via a bibliometric and content analysis of literature (n = 127 and 114, respectively), based on the categories of sustainable development goals (SDGs), learning objectives, content knowledge, teaching methods, competencies and skills, and assessment methods. Compared to earlier studies performed in the 2010s, teaching and learning methods have become more diverse in contrast to an earlier focus on teacher-centered methods. The most frequently mentioned from the dimensions of SDGs are environmental and social dimensions, and from the learning objectives cognitive learning. Factual and conceptual knowledge, interactive teaching and learning methods, critical thinking, problem solving and dealing with complexity, and formative assessment methods are also emphasized. Institutional dimensions of SDGs, affective learning objectives, metacognitive knowledge, and transdisciplinary skills, alongside diagnostic assessment methods are least mentioned. The findings suggest that pedagogical content knowledge and powerful knowledge need to be emphasized more for moving geography education, from subject matter content knowledge -focused approaches, to applying knowledge in different contexts, and to attitudes that support action outside specific contexts or cases. The conclusion is that aligning with Quality education (SDG 4), geography educators must stress action competence and integrate ethical, technological, and transdisciplinary dimensions, empowering students not only to understand life but to sustain it.