Education on Sustainable Development Goals: Geographical Perspectives for Gender Equality in Sustainable Cities and Communities

Abstract

Because of its interdisciplinary approach as a social science directly related to the natural sciences, geography is the academic discipline and school subject that equips students well with knowledge, skills, and values related to education on sustainable development goals. This study is part of the results of MyGEO, a project funded by the European Commission, and it is based on a collaborative mapping of streets named after women in a medium-sized city (Zaragoza, Spain), in connection with the international initiative GeoChicas (GeoGirls) on OpenStreetMap. Its main objective is to obtain evidence to emphasize, through public and digital space, gender equality and the empowerment of women in teacher education by means of their achievements. The learning methodology consists of (i) standardization and correction of alphanumeric information referring to street names contained in the OpenStreetMap spatial database that identify gender and (ii) linking and creating thematic information through Wikipedia editing. The results show that Zaragoza is at the top of the ranking of Spanish and Latin American cities mapped to date in the “Women’s Streets” viewer, with 18% of the streets named after women, compared to the average 15% in the rest of the 30 cities involved in GeoChicas. The direct participation of trainee primary and secondary schoolteachers in this project makes it possible to consolidate a narrative as well as a specific instructional design on education for sustainable development, particularly on SDG number 5 (gender balance) and SDG number 11 (sustainable cities and communities).

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

“…In this case, they value positively the incorporation of the SDGs in university geographic education, perhaps because they know their expectations better, but precisely because of this, they are also more critical than students when they value their actual presence. Among teachers, significantly different perceptions are observed depending on the area to which they belong, in keeping with the traditional division between social and environmental geographic researchers (De Miguel González and Sebastián-López, 2022) with different conceptions. Among students, those who are still active are more idealistic and score better than those who have already graduated, whose worse scores may reflect discouragement in the face of the poor situation of the labor market in which they find themselves or which they are trying to access (Colegio de Geógrafos, 2018).…”

“…Sustainability has usually been considered in the training of geography professionals within the theoretical framework of the “Decade of Education for Sustainable Development 2005–2014” promoted by the United Nations Education for Sustainable Development initiative or more recently with the SDGs (De Miguel González and Sebastián-López, 2022). However, different experts claim further steps (Grindsted and Nielsen, 2022) and have shown the importance in curricula of associating theoretical knowledge with the competences defended by UNESCO in 2014 (critical analysis, systemic reflection, collaborative decision-making and sense of responsibility toward present and future generations) and how it is related to skills such as critical thinking; ethical and intellectual commitment; relational and holistic thinking; sense of belonging to the community; argumentative skills; participatory skills; democratic commitment; and commitment to universal human rights (Murga-Menoyo, 2015).…”

Collaborative Model Of Equality And Skills Program In An Effort To Empower Citizens To Learn Package B

“…Another factor that influences the number of students who enter package B is due to financial constraints that cannot be met if they enter formal education. For this reason, PKBM provides learning opportunities without burdening citizens to learn equality by providing free educational services (González & Sebastián-López, 2022).…”

Assessing Urban Sustainability and the Potential to Improve the Quality of Education and Gender Equality in Phnom Penh, Cambodia

“…Notably, its target 11.a aims to support positive economic, social, and environmental links between urban, peri-urban, and rural areas by strengthening national and regional development planning [7]. Furthermore, many studies have shown that SDG 4 and 5, quality education and gender equality, significantly contribute to achieving SDG 11, sustainable cities and communities [8][9][10][11][12]. However, there is a lack of research on the progress of SDG 11 focused on SDG 4 and 5 in Cambodia, particularly at the district level.…”