Education for the environment and sustainable development is the one important thing for being studied. At formal school in Indonesia, it was integrated into the subject matter like social science, natural science, geography, or biology. The study about geography education for promoting sustainability had not been thoroughly done in Indonesia. Therefore, this study examined and investigated articles about geography learning and sustainability in Indonesia from 2010 to 2020. The materials were searched through the Garuda and ERIC application, by using keywords related to geography education. It was selected to published articles in journals indexed by Scopus and Sinta. The data were analyzed by a qualitative method with a content analysis approach. The foci of analysis are topics of sustainability elements, learning methods and models, learning media and resources, and students’ assessment in geography learning. All of these were investigated in concern to their relationships and achievements to sustainable development goals (SDGs). As a result, the topics of geography education in Indonesia have contained three main elements of sustainability, namely environment which the most stated, then social, and economic. The learning model and method that was mostly used was outdoor learning with contextual method. The learning media that mostly mentioned were maps, while the learning resources were local wisdom. Aspects of students’ assessment that mostly studied in geography education for promoting sustainability were students’ knowledge, attitude, and skills. Overall, this study has shown that the topics related to sustainability elements contained in the articles on geography education in Indonesia includes their learning components.

Currently, there are many natural disasters such as floods, landslides, earthquakes, and climate change. These disasters certainly affect the conditions of human life from economic, social, and environmental perspectives. Therefore, it is necessary to take preventive action and learn so that people understand the potential for disasters and how to deal with them. The geography education curriculum is one of the subjects that contains topics on disaster education, but this has not been carried out thoroughly in Malaysia. This study analysed the types of natural disasters and elements of priorities for action in reducing disaster risks, based on the Sendai framework. The data were collected from the Ministry of Education Malaysia, namely Kurikulum Standard Sekolah Menengah (KSSM) of Geography form 4 and 5 Secondary School, geography textbook form 4, and geography textbook form 5. The data were analysed by a qualitative method with a content analysis approach. All documents were analysed with a focus on disaster risk reduction materials, based on the Sendai framework. As a result, the geography education curriculum for secondary schools in Malaysia has included these types of natural disasters: earthquakes, tsunamis, floods, landslides, droughts, hurricanes, and volcanoes. It also includes four elements of priority action for disaster risk reduction, albeit with an uneven composition. Overall, this study has shown that elements of Disaster Risk Reduction (DRR) were included in the geography education curriculum for secondary schools in Malaysia.