The Anthropocene and the Sustainable Development Goals: Key Elements in Geography Higher Education?

Autor/inn/en	Martínez-Hernández, Carlos; Mínguez, Carmen
Titel	The Anthropocene and the Sustainable Development Goals: Key Elements in Geography Higher Education?
Quelle	In: International Journal of Sustainability in Higher Education, 24 (2023) 7, S.1648-1667 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-09-2022-0316
Schlagwörter	Objectives; International Organizations; Sustainable Development; Climate; Futures (of Society); Geography; Academic Degrees; Student Attitudes; Teacher Attitudes; College Faculty; Undergraduate Students; Student Needs; Employment Opportunities; Education Work Relationship; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Goal definition; Zielsetzung; International organisation; International organisations; International organization; Internationale Organisation; Nachhaltige Entwicklung; Klima; Future; Society; Zukunft; Geografie; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Schülerverhalten; Lehrerverhalten; Fakultät; Berufschance; Beschäftigungschance; Ausland; Spanien
Abstract	Purpose: The current "Anthropocene" epoch has witnessed an imbalanced global change, but it is an opportunity to design a better and sustainable future. Sustainability criteria need to be fully implemented in political institutions, companies and universities. Moreover, sustainable pedagogies must accompany the process in terms of students' professional competences to overcome crisis situations. This paper aims to evaluate geography degrees in Spain to corroborate whether students and teachers consider that students are prepared to address the challenges of global change. Design/methodology/approach: The research is focused on the sustainable development goals (SDGs), a clear and easily identifiable framework for society that reflects the principles of the UN 2030 Agenda. A statistically validated questionnaire answered by 319 respondents has been used. Data analysis with descriptive and inferential techniques was performed. Findings: The results show that geography degrees do not meet the needs of students, for whom career opportunities will be related to the implementation of the 2030 Agenda; there are significant gaps between the perception of teachers and students; some geographical topics are undervalued; SDGs are more present in optional subjects; and there is a need to "sustain" the curriculum, following this highly valued framework. Originality/value: Geography educative programs had scarcely been empirically evaluated to check a sustainability framework implementation. This research provides innovative and unprecedented self-assessment results from higher education agents, in an empirical and statistically validated way. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01