Publication: The Anthropocene and the Sustainable Development Goals: key elements in Geography higher education?
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0001-05-23
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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.
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