Sustainability in Geographical Education

The Sustainability in Geography Education study focuses on a quantitative and qualitative analysis of sustainability learning tasks in a sample of geography teaching materials for primary and secondary schools. The quantitative analysis shows that the proportion of learning tasks following the principle of sustainability is higher in secondary school teaching materials compared to primary school teaching materials. The qualitative analysis showed that the learning tasks, regardless of the age of the learners, unevenly develop the levels of transformative learning for sustainability or green competences, with the level of embracing complexity in sustainability being the best represented of the analysed learning tasks, and the level of imagining sustainable futures and the level of taking action for sustainability being the least represented. Although aspects of sustainability are already intertwined with various geography curricula, both in basic science and in geography teaching, there are development opportunities in geography education, especially in the direction of action for sustainability.