Bibliometric and Content Analysis of Sustainability Education in Geography for Promoting Sustainable Development at Primary and Secondary Schools and in Teacher Education

What is it about?

There are very few studies from a holistic didactic and pedagogical viewpoint on the implementation of sustainability education in geography in the context of teacher education and school education for promoting a sustainable future. This study addresses this gap via a bibliometric and content analysis of literature (n = 127 and 114, respectively), based on the categories of sustainable development goals (SDGs), learning objectives, content knowledge, teaching methods, competencies and skills, and assessment methods.

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Photo by Guillaume de Germain on Unsplash

Photo by Guillaume de Germain on Unsplash

Why is it important?

There are very few studies from a holistic didactic and pedagogical point of view on the implementation of SE in geography education in the context of teacher education and school education for promoting SD, although a significant amount of research on SE and geography education has been published. In order to fill this gap, this paper aims: (1) to clarify the state of the art in the domain and (2) to use the insights of this bibliometric and content analysis to propose ideas for integrating SE with geography education. In doing so, it contributes to a deeper understanding of holistic geography education related to SD to shape the development of curricula and teaching practices in geography education in teacher education and at primary and secondary schools.