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Enhancing Sustainable Development Goal Integration in Chilean Citizenship Education: A Thematic Analysis of Textbook Content and Instructional Strategies

Author

Listed:
  • Olusiji Adebola Lasekan

    (Departamento de Educación e Innovación, Universidad Católica de Temuco, Temuco 4780000, Chile)

  • Felipe Opazo

    (Elective Training and Languages Coordination, DITFO, Universidad de La Frontera, Temuco 4780000, Chile)

  • Claudia Myrna Méndez Alarcón

    (Facultad de Ciencias Humanas, Universidad Autónoma de Baja California, Mexicali 21350, Mexico)

Abstract

This study examines the integration level of the three dimensions of the Sustainable Development Goals (SDGs) (social, economic, and environmental) in Chilean citizenship education textbooks for third and fourth grades’ students in high schools, aiming to identify gaps and propose a comprehensive model for thematic instruction. Utilizing the citizenship education student textbook designed by the Faculty of Educational Sciences at the San Sebastián University in Chile, this research employs thematic analysis to assess the representation of the SDGs within the educational content. The results reveal a positive aspect: the textbooks showcase all three SDG dimensions, highlighting their potential to foster comprehensive SDG comprehension. However, the emphasis predominantly lies on social inclusion, with economic and environmental dimensions receiving less attention. This imbalance could impede the provision of holistic sustainability education, especially as critical ecological issues and certain goals (SDGs 2, 7, 12, 14, and 15) remain under-represented. The proposed thematic instruction model merges sustainability with citizenship education through concept mapping, structured lesson plans, and active collaboration, enhancing SDG literacy. This research contributes to Education for Sustainable Development (ESD) by providing a comprehensive framework that transforms sustainability education globally, cultivating knowledgeable and proactive individuals prepared to address and resolve pressing global challenges.

Suggested Citation

  • Olusiji Adebola Lasekan & Felipe Opazo & Claudia Myrna Méndez Alarcón, 2024. "Enhancing Sustainable Development Goal Integration in Chilean Citizenship Education: A Thematic Analysis of Textbook Content and Instructional Strategies," Sustainability, MDPI, vol. 16(12), pages 1-17, June.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:12:p:5092-:d:1415351
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    References listed on IDEAS

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    1. Klaudia Zwolińska & Sylwia Lorenc & Radosław Pomykała, 2022. "Sustainable Development in Education from Students’ Perspective—Implementation of Sustainable Development in Curricula," Sustainability, MDPI, vol. 14(6), pages 1-27, March.
    2. Olusiji Adebola Lasekan & Claudia Myrna Méndez-Alarcón & Blessy Sarah Mathew & Evelyn Solange Campos, 2023. "Exploring the Potential of a Popular EFL Textbook to Foster Both Sustainability Awareness and Competencies among ESD Learners: A Content Analysis Approach," Sustainability, MDPI, vol. 15(16), pages 1-19, August.
    3. Elena De la Poza & Paloma Merello & Antonio Barberá & Alberto Celani, 2021. "Universities’ Reporting on SDGs: Using THE Impact Rankings to Model and Measure Their Contribution to Sustainability," Sustainability, MDPI, vol. 13(4), pages 1-28, February.
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    Cited by:

    1. Ümit İzgi Onbaşılı & Feride Ercan Yalman, 2025. "Nature-Based Environmental Citizenship Education for Sustainability: A Case Study from Türkiye," Sustainability, MDPI, vol. 17(13), pages 1-31, June.
    2. Mastura Ayob & Norfaezah Mohd Shahren & Siti Nazirah Omar & Masliana Tamrin & Rafidah Abdul Azis & Siti Noraziana Azis, 2025. "Exploring the Influence of Sustainability Education and Campaigns on Sustainability Awareness among Malaysian University Students," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(9), pages 262-272, September.

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