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Article

Trends and Perspectives in Education for Sustainable Development in the Teaching of Geography in Spain

1
Department of Social Sciences, Experimental Sciences and Mathematics Didactics, Faculty of Education, Complutense University of Madrid (UCM), 28040 Madrid, Spain
2
Department of Education, Faculty of Health Sciences and Education, Distance University of Madrid (UDIMA), 28400 Collado Villalba, Spain
3
Department of Applied Didactics, Faculty of Education, Villanueva University, 28034 Madrid, Spain
*
Authors to whom correspondence should be addressed.
Academic Editor: María Luisa de Lázaro y Torres
Sustainability 2021, 13(23), 13118; https://doi.org/10.3390/su132313118
Received: 15 October 2021 / Revised: 22 November 2021 / Accepted: 23 November 2021 / Published: 26 November 2021
(This article belongs to the Special Issue Geographical Education for Sustainable Development)
The UN’s Sustainable Development Goals (SDGs) should be known and assumed by the community of geography teachers in all levels of education as a key part of their educational work. In order for well-grounded SDGs-related geographic didactic proposals to be presented, and for researchers in didactics to find a way to incorporate and promote SDG-related contents in daily teaching, a thorough knowledge of the relevant geographical literature is mandatory. The aim of this work is to present the results of a review comprising 1183 papers submitted to the 22 congresses on the didactics of Geography organised by the Spanish Association of Geography working group in didactics from 1988 to 2019, as well as 186 works published in the only Spanish journal on the Didactics of Geography, Didáctica Geográfica. This analysis focuses on the contents addressed in these studies, as well as on the skills and didactic strategies related to the teaching of SDGs. It was found that most SDGs-related contributions in Spain deal with landscape and the environment. Regarding skills, it was concluded that much remains to be done concerning Education for Sustainable Development (ESD). Finally, the current and future role of ESD in geographical teaching in Spain is assessed. View Full-Text
Keywords: education for sustainable development; SDGs; didactics of geography; spanish association of geography; bibliographical analysis education for sustainable development; SDGs; didactics of geography; spanish association of geography; bibliographical analysis
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MDPI and ACS Style

Crespo Castellanos, J.M.; Rodríguez de Castro, A.; Mateo Girona, M.R. Trends and Perspectives in Education for Sustainable Development in the Teaching of Geography in Spain. Sustainability 2021, 13, 13118. https://doi.org/10.3390/su132313118

AMA Style

Crespo Castellanos JM, Rodríguez de Castro A, Mateo Girona MR. Trends and Perspectives in Education for Sustainable Development in the Teaching of Geography in Spain. Sustainability. 2021; 13(23):13118. https://doi.org/10.3390/su132313118

Chicago/Turabian Style

Crespo Castellanos, José M., Ayar Rodríguez de Castro, and María R. Mateo Girona. 2021. "Trends and Perspectives in Education for Sustainable Development in the Teaching of Geography in Spain" Sustainability 13, no. 23: 13118. https://doi.org/10.3390/su132313118

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