(Education for) Sustainable Development in Geography Education: Review and Outlook from a Perspective of Germany

Autor/inn/en	Sprenger, Sandra; Nienaber, Birte
Titel	(Education for) Sustainable Development in Geography Education: Review and Outlook from a Perspective of Germany
Quelle	In: Journal of Geography in Higher Education, 42 (2018) 2, S.157-173 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2017.1379057
Schlagwörter	Foreign Countries; Sustainable Development; Geography Instruction; Higher Education; College Programs; Curriculum Evaluation; Fundamental Concepts; Program Implementation; Program Development; Sustainability; Program Effectiveness; Educational Objectives; Germany + Suchen Sie Ihr Suchwort? Ausland; Nachhaltige Entwicklung; Geography education; Geography lessons; Geografieunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Studienprogramm; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Grundlagenplan; Konzept; Programmplanung; Nachhaltigkeit; Educational objective; Bildungsziel; Erziehungsziel; Deutschland
Abstract	Nearly 15 years after the Rio Conference and 10 years after the Lucerne Declaration on Geographical Education for Sustainable Development we are interested to what extent the goals of this declaration have been implemented? What role does Geography play in Education for Sustainable Development in higher education? We analyzed the modules of 107 degree programs with Geography as a degree major or as a teacher training subject at 55 German universities, technical colleges and universities of education. We conducted a quantitative text analysis in which we searched the key words "Sustainability", "Sustainable Development", "Education for Sustainable Development" and "Nature-Society Studies" in the Module Regulations. Our data indicate great heterogeneity between the degree programs. The key words were predominantly found in majors in "Human Geography", "Geography" and teacher training programs for "academic high schools". Aspects of the results considered in the paper include: (a) differences in the orientation of degree programs, (b) varying degree of implementation in the modules, (c) different conceptual understanding of the principles of sustainability, (d) the extent to which concepts of Environmental Education and Education for Sustainable Development are mixed, (e) heterogeneity between mandatory courses and electives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01