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Education on Sustainable Development Goals: Geographical Perspectives for Gender Equality in Sustainable Cities and Communities

Author

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  • Rafael de Miguel González

    (Faculty of Education, ARGOS-IUCA, University of Zaragoza, 50009 Zaragoza, Spain)

  • María Sebastián-López

    (Faculty of Education, ARGOS-IUCA, University of Zaragoza, 50009 Zaragoza, Spain)

Abstract

Because of its interdisciplinary approach as a social science directly related to the natural sciences, geography is the academic discipline and school subject that equips students well with knowledge, skills, and values related to education on sustainable development goals. This study is part of the results of MyGEO, a project funded by the European Commission, and it is based on a collaborative mapping of streets named after women in a medium-sized city (Zaragoza, Spain), in connection with the international initiative GeoChicas (GeoGirls) on OpenStreetMap. Its main objective is to obtain evidence to emphasize, through public and digital space, gender equality and the empowerment of women in teacher education by means of their achievements. The learning methodology consists of (i) standardization and correction of alphanumeric information referring to street names contained in the OpenStreetMap spatial database that identify gender and (ii) linking and creating thematic information through Wikipedia editing. The results show that Zaragoza is at the top of the ranking of Spanish and Latin American cities mapped to date in the “Women’s Streets” viewer, with 18% of the streets named after women, compared to the average 15% in the rest of the 30 cities involved in GeoChicas. The direct participation of trainee primary and secondary schoolteachers in this project makes it possible to consolidate a narrative as well as a specific instructional design on education for sustainable development, particularly on SDG number 5 (gender balance) and SDG number 11 (sustainable cities and communities).

Suggested Citation

  • Rafael de Miguel González & María Sebastián-López, 2022. "Education on Sustainable Development Goals: Geographical Perspectives for Gender Equality in Sustainable Cities and Communities," Sustainability, MDPI, vol. 14(7), pages 1-19, March.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:7:p:4042-:d:782269
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    References listed on IDEAS

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    1. María Luisa de Lázaro Torres & Pilar Borderías Uribeondo & Francisco José Morales Yago, 2020. "Citizen and Educational Initiatives to Support Sustainable Development Goal 6: Clean Water and Sanitation for All," Sustainability, MDPI, vol. 12(5), pages 1-23, March.
    2. Sílvia Albareda-Tiana & Esther García-González & Rocío Jiménez-Fontana & Carmen Solís-Espallargas, 2019. "Implementing Pedagogical Approaches for ESD in Initial Teacher Training at Spanish Universities," Sustainability, MDPI, vol. 11(18), pages 1-19, September.
    3. Silvia Albareda-Tiana & Salvador Vidal-Raméntol & Maria Pujol-Valls & Mónica Fernández-Morilla, 2018. "Holistic Approaches to Develop Sustainability and Research Competencies in Pre-Service Teacher Training," Sustainability, MDPI, vol. 10(10), pages 1-20, October.
    4. María Sebastián-López & Rafael de Miguel González, 2020. "Mobile Learning for Sustainable Development and Environmental Teacher Education," Sustainability, MDPI, vol. 12(22), pages 1-13, November.
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    1. Puthearath Chan & Kulakhmetova Gulbaram & Thorsten Schuetze, 2023. "Assessing Urban Sustainability and the Potential to Improve the Quality of Education and Gender Equality in Phnom Penh, Cambodia," Sustainability, MDPI, vol. 15(11), pages 1-30, May.

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