The Anthropocene and the sustainable development goals: key elements in geography higher education?

• Published in: International journal of sustainability in higher education Vol. 24; no. 7; pp. 1648 - 1667
• Main Authors: Martínez-Hernández, Carlos, Mínguez, Carmen
• Format: Journal Article
• Language: English
• Published: Bradford Emerald Publishing Limited 13.11.2023; Emerald Group Publishing Limited
• Subjects: Academic Achievement; Academic Degrees; Anthropocene; Careers; Climate; College Faculty; Colleges & universities; Curricula; Data analysis; Education; Education Work Relationship; Educational Practices; Empirical analysis; Employment Opportunities; Ethics; Foreign Countries; Futures (of Society); Geography; Geography Instruction; Higher education; Holistic Approach; Human Geography; International Organizations; Knowledge; Labor market; Literature Reviews; Natural resources; Objectives; Opportunities; Participative Decision Making; Philosophy; Professionals; Self assessment; Society; Student Attitudes; Student Needs; Students; Sustainability; Sustainable Development; Teacher Attitudes; Teachers; Teaching; Thinking Skills; Undergraduate Students; Spain; 2030 Agenda; Geographical education; University degree; Global change; SDG; Spain
• ISSN: 1467-6370; 1467-6370; 1758-6739
• DOI: 10.1108/IJSHE-09-2022-0316

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.